Structured literacy approaches have long been proven effective in creating a future for students who struggle with dyslexia and related language-based learning differences. Yet, similar adaptations for dyscalculia through structured math interventions are still emerging. Much work remains to bring these life-changing math services to students and families. With over a decade of demonstrated success in serving students with dyslexia, leveraging the Orton-Gillingham approach, the Edge at Wheeling Country Day school is leading the charge in the creation of a structured math counterpart. Beginning with number sense fluency, we are developing a K-3rd focused intervention with application in the out-of-school time network, in school-based tutoring and/or interventions. Join me as I share about the initial work in the area of structured math and how you can utilize it in helping the children in your care.
Margaret Howells is the Edge Math Director and a fourth grade classroom teacher at Wheeling Country Day School, located in Wheeling, West Virginia. She has worked extensively with struggling math students in the regular classroom and in after school tutoring. She has attended various workshops to learn ways to identify and assist students with dyscalculia, including the multisensory and Orton-Gillingham influenced approaches of Ron Yoshimoto and Marilyn Zecher. Margie was the West Virginia awardee for the 2016 Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST). She is a graduate of West Liberty University and has over 30 years experience in the field of education.