Reading and Mathematics Methods for Children with Disabilities

A collection of vocabulary flashcards covering theories, models, curriculum standards, and assessment types for reading and mathematics education for children with special needs.

Piaget’s Cognitive Development Theory

A theory describing four developmental stages: Sensorimotor (eye-hand coordination/object permanence), Preoperational (symbolic thought/language), Concrete Operational (classification/serial ordering of concrete objects), and Formal Operational (abstract thinking/hypothetical reasoning).

Triple-Code Model

A model for numerical cognition that includes three representations: Analogue magnitude representation (comparison/estimation), Visual Arabic number form (multi-digit operations/parity), and Auditory verbal word frame (counting/arithmetic facts).

Model of Number Processing System

A system proposed by von Aster (2000) that includes calculation mechanisms (arithmetic facts/procedures), Arabic numbers comprehension/production, and verbal numbers comprehension/production.

Zone of Proximal Development (ZPD)

A concept by Lev Vygotsky representing the distance between what a learner 'can do' (Zone of Achieved Development) and 'what I can't do' alone, specifically being the space where learning happens with help.

Kurikulum Prasekolah Pendidikan Khas (2026)

The Malaysian Pre-school Standard Curriculum for Special Education that focuses on early intervention for children aged 4–6, emphasizing cognitive, language, social, and motor skills through play-based approaches.

Dyscalculia

A specific learning disorder in mathematics characterized by persistent challenges in understanding quantities, number sense, and difficulty applying basic mathematical operations despite average intelligence.

Number Sense

The foundational ability to understand numbers, quantities, and numerical magnitudes.

Rote Counting

Saying number names in the correct sequence without necessarily understanding the quantity they represent.

One-to-one correspondence

The counting skill of associating exactly one number name with one object being counted.

Manipulatives

Concrete supporting materials such as blocks, counters, and beads used to help children visualize abstract mathematical concepts.

Spatial Awareness

The mathematical skill involving the understanding of position (above, below, next to) and direction (left, right).

Scaffolding

A teaching technique of providing temporary support, such as guided practice or prompts, which is gradually reduced as the student gains independence.

Multisensory Approach

A teaching strategy that engages the visual (seeing), auditory (hearing), and kinesthetic (doing) senses to enhance retention and understanding.

Bottom-Up Model

A reading model that is data-driven and stepwise, focusing on letters, then sounds, then words, and finally sentences.

Top-Down Model

A reading model that is concept-driven and focuses on the reader's prior knowledge and context to predict and confirm meaning.

Interactive Model

A reading approach considered most effective that simultaneously combines text input (bottom-up decoding) and prior knowledge (top-down prediction).

Simple View of Reading (SVR)

A formula used to predict reading ability, defined as: $\text{Decoding} \times \text{Language Comprehension} = \text{Reading Comprehension}$.

Dyslexia

A specific learning disorder characterized by poor decoding skills, difficulty with phonological awareness, and inaccurate or slow word recognition.

Hyperlexia

A reading profile characterized by accurate and fluent decoding skills but poor language comprehension, resulting in limited understanding of written text.

Dysgraphia

A specific learning disorder in written expression involving difficulties with handwriting, spelling, and organizing thoughts into written form.

Phonological Awareness

The ability to hear, identify, and manipulate sounds in spoken words, including rhyming and clapping out syllables.

Phoneme Segmentation

The literacy skill of breaking a word apart into its individual constituent sounds.

Phoneme Blending

The literacy skill of combining individual sounds together to form a whole word.

Reading Fluency

The ability to read text accurately, quickly, and with appropriate expression (prosody).

Rapid Automatized Naming (RAN)

The ability to quickly name familiar items like letters, numbers, colors, or objects, which is often a predictor of dyslexia.

Screening Assessment

A quick early check used at the beginning of a term to identify students who may be at risk of reading or math difficulties.

Diagnostic Assessment

A detailed investigation conducted after a screening identifies a concern, used to find the specific cause and underlying profile of a child's learning difficulty.

Formative Assessment

Ongoing classroom assessments, such as observations or running records, conducted during instruction to monitor daily performance and adjust teaching.

Summative Assessment

Assessments conducted at the end of a learning period, such as a final exam, to measure overall achievement against standards.

Error Analysis

The process of examining a student's mathematical mistakes to identify specific misconceptions or gaps in understanding.

Comprehensive Literacy Framework

A framework by Erickson and Koppenhaver emphasizing that all students can learn literacy if it is made meaningful and involves integrated listening, speaking, reading, and writing.