BOOK REVIEW

Those concerned with learning differences in math, language, or both will find a valuable presentation of the newest data available in Mathematics and Dyslexia (2003), by Harley A. Tomey, III, Joyce Steeves, and Deborah Gilman, published by The International Dyslexia Association: Baltimore, MD. The authors present cutting edge methods for the identification and treatment of math disorders (dyscalculia) and, to some extent, language disorders (dyslexia). Further, experienced professionals may apply some of the concepts presented concerning dyscalculia to those concerning dyslexia. For instance, individuals who reverse numbers such as 2 and 5 may reverse letters such as b and d as well. The text includes an updated comprehensive checklist for the identification of the disorder with suggestions for effective diagnosis and treatment, cases, a listing of legal mandates, and valuable resources. The authors write clearly and concisely, with such economy of language that the text contains only 20 pages, yet it provides a wealth of valued information to professionals who require the most recent data.

The authors pose their first questions, two of those most frequently asked relating to dyslexia and mathematics: "Do all individuals with dyslexia have difficulty with mathematics?" and "What effect does dyslexia have on the learning of mathematics?" The authors then present highly informative answers in their easy-to-read format of paragraph text with subheadings and margin notes in color, along with bulleted data, which provides for quick access of specific information.

The authors next present two cases of students who have had very different scholastic and emotional challenges stemming from their learning deficits in math, which exemplify some of the types and aspects of learning different students with these deficits.

The text also includes descriptions of standardized testing with skilled analyses, describing ways in which the scores may provide only part of the information required. The authors explain that some test scores may not identify student performance strategies or that portion of the computation which the student may or may not understand. The authors then delineate non-standardized testing and areas to assess. The authors also list the values and limitations within each variety of tests administered, reflecting their years of experience in successfully assisting students with math deficits.

Next, the authors describe the curriculum, methods and strategies that benefit the learning different most, from established practice to the newer methods, as well as providing specific suggestions for teachers, tutors and parents. This includes a list of questions and recommendations designed to ensure that those seeking the most qualified professionals to address student needs are those that the seekers secure.

Mathematics and Dyslexia is a must read for professionals, learning different individuals, and those related to them who seek to understand and address the specific needs of the learning different, especially but not limited to those with dyscalculia. At $5.00 per copy, plus shipping and handling, this valuable work is available from the International Dyslexia Association, Suite 382, 8600 La Salle Road, Baltimore, MD 21286-2044.