the Dyslexia quest

How To Help Dyslexic Kids With Math with Christopher Woodin

Chris woodin

Do you think of yourself as a ‘math person’? Do you have a child who is struggling with math?

In this episode we discuss how to make math accessible to your dyslexic child. Our guest, Christopher Woodin, explains why developing number sense, part- to- whole understanding and multimodal learning are essential for transferring math skills to real life. We compare traditional teaching methods to alternative methods and why having the courage to think outside the box works! Be sure to listen to the end- this episode is packed with tons of helpful examples!

LISTEN HERE | iTunes | Stitcher Radio 

If you love these episodes, you can rate and review on iTunes! We love hearing from you- connect with us on Instagram or Facebook!

SHOW NOTES:

Sign up for the free online workshop on How to Strengthen Your Dyslexic Child’s Self-Esteem! (Space is limited!)

Find out more about WoodinMath.com

Find out more about Landmark School

The book Multiplication and Division Facts for the Whole-to-Part, Visual Learner by Chris Woodin

Subscribe to Chris Woodin’s YouTube channel to view a large collection of Woodin Math Instructional Videos

Read the article from the Yale Center for Dyslexia and Creativity “Demystifying Math Struggles & Identifying Strategies to Help 

Guests:
  • Christopher Woodin
Listen on iTunes
guest bios
Christopher-Woodin
Christopher Woodin

Chris has been with Landmark School since 1986. He is a graduate of Middlebury College and the Harvard Graduate School of Education. He is currently the mathematics department head at the Landmark Elementary/Middle School. Chris has published several articles, including one through the Yale Center for Dyslexia and Creativity. "Multiplication and Division Facts for the Whole-to-Part Visual Learner" is his latest book. Chris presents internationally on topics involving multimodal math instruction and learning disabilities.

Leave a Reply

Your email address will not be published. Required fields are marked *