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Thursday stream 2 Session 14.00 - 15.40 Length 50 minutes
Steve Chinn and J. Y. Kay
Mark College, Somerset stevechinn@enterprise.net
Abstract
The cognitive style profiles in mathematics of 10 to 13 year old dyslexic pupils on entry to three specialist schools, one in the Netherlands, one in Ireland and one in England, were tested and evaluated. Non-dyslexic pupils from the same age group were also tested for comparison. This classroom based study investigated the differences in cognitive style profiles between dyslexic pupils in the three countries and between dyslexic and non-dyslexic pupils. It also investigated the changes in the cognitive profiles of the dyslexic pupils after six months in a special school environment and suggests some reasons for differences in the profiles of pupils. One possible explanation is the teaching programmes the pupils receive in each country. The hypotheses which may explain the results have some relevance for the mathematics education of dyslexic (and mainstream) pupils. The cognitive style study is reviewed against the results of an earlier study in the same schools which showed the similarities in the profiles of pupils' areas of difficulty in mathematics (for example, recall of basic facts, reversals and organisation).
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