ABSTRACT
This chapter discusses a range of interventions that can be used in a whole-class situation. Children often work in groups – usually small groups – and there is also scope for children to work individually in the mainstream classroom. Children with decoding problems appear to be considerably hampered in reading because they are unable to generalise from one word to another. Quite often children and young people with dyslexia can be very creative in their ideas but have difficulty putting the down on paper in a structured and organised manner. Brainstorming is a good way to help students with dyslexia develop their vocabulary and provide outlets for creative thinking. There are a number of barriers that can prevent the student with dyslexia from achieving in maths. For example, abstract concepts and ideas can be difficult for students with dyslexia as they require organisation and access to knowledge, rules, techniques, skills and concepts.
