[senco-forum] help for a pupil recognising numbers

anyone have references to any peer reviewed studies which confirm their

No, but I (and some very experienced infant teachers) have used all of
these strategies when teaching children to read and write words.  We know
from simple experience that they work.

Regarding the writing a letter/number on someone's back: I was introduced
to this by a well-known educational psychologist, author of several
highly-regarded books on dyslexia, who also happened to work for my (then)
LA.  He said that he hadn't a clue why it worked - it just did!  I have
tried it with countless children and never experienced a failure.  After
just a few repetitions, the letter was retained and the strategy was no
longer needed.

Regards

Jean

I am so sceptical about the efficacy of some of these practices...  Does
> anyone have references to any peer reviewed studies which confirm their
utility?
>
> Maggie
>
> Mary Kelly <mary.kelly4 at ntlworld.com> wrote: Hi Janice,
>
> This is the advice that Philippa offered when I asked a similar question
a while back:
> "Techniques used for writing letters should work just as well with
writing numerals:
>
> use wooden letters from John Lawrence so that the orientation is learned
kinaesthetically
>
> The pupil lays out numbers 1-10.  You can see which ones they
> reverse/invert.
>
> Find a wooden numeral in a cloth bag and id it without looking at it.
>
> Get them to write the numbers in a salt tray (one of those water
catching trays from an oblong plant pot does the trick and is cheap).
>
> Make numerals out of playdoh sausages.  Check against wooden numerals or
a printed flashcard or a printed number  line.
>
> write over yours.
>
> sky write (write an imaginary numeral n the air)
>
> write on someone's hand/back etc
>
> trace with tracing paper
>
> write in different mediums: vertical chalkboard gives best sensory feedback
> according to an OT
>
> use the foldover technique - you write a number and say it.  Then fold
the paper down and the pupil does the same in the space underneath. 
S/he then opens the paper up to check if the number is formed correctly.
 and refolds
> and rewrites in space underneath - etc etc.
>
> Pace it to the pupil's learning speed.
>
> Be aware of blocks to learning:
>
> I read about a teenage student who just had not been able to write his
letters correctly, no matter how hard his teachers had tried to help
him. In the end someone said please swim them in the pool.  He did and
came back
> and wrote them correctly.
>
> which comes back to sensory integration and the references I posted in
my previous mail.  Here's another case history:
>
> I had a student who was diagnosed as fitting the criteria for dyslexia. His
> verbal IQ was at the 60th percentile.  his performance was at the 10th. His
> statement/ep assessment from the USA recommended, amongst other things:
>
> Speech and language therapy
> occupational therapy
> literacy support (he could not read or write at all - he was entering
our Year 2).
>
> The parents signed him up for SALT, OT and dyslexia teaching at our
request.
> We also had a shadow with him all the time as his processing speed was
so slow that when the teacher said "Girls please go the toilet." he
stood up to
> go too.  SALT, OT, class teacher, shadow and us in the dyslexia unit
liaised.  The shadow sat in on all my lessons.  He became, slowly, oh so
slowly but steadily and surely a reader and a writer.  By Y4 he had come
on
> miles from his previous assessment, but was still trailing his peers. 
He left us to go to a specialist dyslexia school in Key Stage 2 and on a
visit
> back to me read our children's stories off our display board to me with
fluency.  He was bright in my lessons if it did not involve reading and
writing - for example, we were looking at i for igloo.  We looked igloos
up
> on the web as he did not know what they were.  Once he had the concept
however he wanted to know how people kept warm, how they made fires and
if they lived in all that ice and snow how did they START the fire.  The
latter
> question had never occurred to me!
>
> He could not visualise shapes at all when we started.  He could not
cross the midline.  His OT covered bilateral integration and sensory
integration and we got a boy from that who we could teach.  The SALT
advised to only do
> one letter a week - sound, shape etc.  so we did each letter
intensively, one letter per week.  He tried to use some avoidance
strategies in our lessons but with heaps of positive reinforcement he
survived his underachievement and is now a wonderful young man who can.
>
> Hope that helps."
>
> I hope so too,
> Mary
>
>
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of WrayJanice
Wray
> Sent: 15 February 2008 21:17
> To: senco forum
> Subject: [senco-forum] help for a pupil recognising numbers - not
dyscalculic
>
> This boy isn't dyscalculic - maths average for his age - but he has trouble
> recognising numbers - constantly checking that he has written the right
ones
> down from  a book or schedule, any ideas how I can help ?????
> Janice
>
> Janice Wray
>
> Secondary SENCO, Herts
>
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