If I may make a suggestiion it would be this- after the graphics intro to the concept consider inserting the bold quick sum up reference words immediately such as (take/break) in the fractrions section. The LD and dysgrapic brain often works from the whole to the part and back to the whole again. The sooner this brain type can see the “WHOLE” word or process or outcome the more likely this brain type is to assimilate the iformation. The goal is to not loose them in the verbal or written explnanation as they do not exchange or break down information into its parts until they first have the ending. These kids need to hear the “end of the story” befoer they can remember and relate to all the details embedded.

This NVLD brain type I have found through my SLP-diagnostics readily eliminates “PREPOSITIONS” (in, on, under, beside, between etc.) from what they read and hear. These words appear distracting as they carry little to no visual or auditory wieght in their mind/word memory bank. It’s as if their brain is searching for the concrete connection first to make the most sense. So you may wnat to keep the prepositons low within the caratoon paragraph explanations, show the succint words(verbs/nouns) f irst and then show how the preposition changes the “mathematicaL’ meaning finally.

You guys are “‘ROCKET SCIENTISTS”… or should I say “‘ROCKET HEURISTISTS!!”. Thank you. ANNE M. AURAND-momand SLP,M.A.