7 Multisensory Math Strategies for Children With Dyslexia
TL;DR: A multisensory math approach that engages visual, auditory and tactile senses can make math concepts more concrete and understandable for kids with Dyslexia. This article covers research-backed strategies to achieve this.
Children with dyslexia often struggle in math due to language-related difficulties and working memory challenges. A multisensory math approach engages visual, auditory, and tactile/kinesthetic senses to make math concepts more concrete and understandable. This article covers seven research-backed strategies – from using hands-on manipulatives and visual aids to incorporating movement, games, and real-life examples – that help dyslexic learners grasp math. These strategies not only improve math performance but also boost confidence and enjoyment, benefiting both students with dyslexia and other neurodivergent learners. Inline links provide supporting peer-reviewed research, and a list of key citations is included at the end for reference.
1. Hands-On Manipulatives for Concrete Learning
What it is: Use physical objects (blocks, beads, coins, abacus, etc.) that kids can touch and move to represent numbers and operations. By handling real items, children can literally “feel” math concepts. For example, show 3 + 2 by grouping three counters and two counters, then combining them to see the total of five.
Why it helps: Dyslexic students often learn best through concrete experiences rather than abstract symbols. Manipulatives turn numbers and equations into something visual and tactile, reducing reliance on reading or memory. Research confirms that multisensory, hands-on learning can significantly boost math success for dyslexic learners. In one study, high school students with dyslexia who learned algebra with physical manipulatives outperformed peers taught with traditional methods – scoring higher on tests and showing greater engagement and confidence. Likewise, a comprehensive review of 306 studies found that using concrete objects led to positive learning outcomes for children with math difficulties, including those with dyslexia.
In other words, “doing math” with real objects makes abstract concepts click more easily.
How to do it: Whenever a new concept is introduced, start at the concrete level. For counting or arithmetic, use hands-on tools like counting blocks or Montessori beads to represent quantities. For fractions, try fraction circles or LEGO bricks to show parts of a whole (e.g. two halves making a whole). Let your child physically build and manipulate math problems – make patterns, group and regroup items, or move pieces around to solve equations. This concrete stage gives them a firm foundation. As one education expert put it, using manipulatives bridges the gap to meaning for students with weak language skills, allowing them to grasp math ideas without getting lost in words. Over time, you can connect the concrete objects to written symbols, but the tactile experience remains an anchor for understanding.
2. Visual Models and Diagrams
What it is: Incorporate plenty of visual supports – pictures, diagrams, charts, color-coding – to represent mathematical ideas. This includes drawing out word problems, using visual schemas (like bar models or pie charts), or color-coding different parts of a problem (e.g. highlighting each step in a multi-step problem in a different color). Visual models also mean moving from Concrete to Representational: after using physical objects, have the child draw or look at pictures of those objects to represent the same math concept.
Why it helps: Many children with dyslexia are strong visual thinkers. Math can be made far more accessible when they can *see* the problem instead of just reading it. Visualizing math reduces the language load and plays to their strengths in pattern recognition. In fact, using drawings and diagrams is like giving the brain a “road map” for solving problems when too many words would overwhelm. By turning an abstract problem into a picture or graph, we provide an alternate entry point to comprehension that doesn’t rely solely on reading or memory. For children with dyslexia, visuals are not just helpful – they’re often crucial for making sense of math.
How to do it: Encourage your child to draw or sketch whenever possible. If a word problem says “John has 5 apples and gets 3 more,” ask your child to draw 5 apples, then draw 3 more, and count the total in the picture. Use simple charts or graphic organizers for multi-step problems (for example, a flowchart that breaks down what to do first, next, last). You can also use visual math strategy tools like number lines (to “jump” along for addition/subtraction) or ten-frames and dot arrays (to visualize number groupings). Color-code operations or quantities – e.g., underline all the “total” information in one color and the “change” information in another.
3. Auditory and Verbal Techniques
What it is: Engage the child’s auditory sense and spoken language in learning math. This includes strategies like: reading problems aloud (or using text-to-speech) so they hear it instead of struggling to decode it; encouraging the child to talk through their thought process; using rhymes, songs, or rhythmic chants to memorize math facts (for example, a times tables song); and incorporating mnemonics or verbal stories to remember math procedures (e.g., a short story to remember the steps of long division).
Why it helps: Dyslexia is fundamentally a language-based learning difference, so math presented purely in written form can be a barrier. By adding an auditory component, we bypass some of the reading strain. Hearing math problems read aloud lets students focus on problem-solving rather than decoding text. Moreover, music, rhyme, and rhythm tap into different memory pathways. Studies on multisensory learning have found that when learners simultaneously see and hear information, they create stronger neural connections and improve retention. For math facts and sequences, adding melody or a catchy phrase can turn tedious drilling into something enjoyable and easier to recall. Also, many dyslexic learners have good auditory comprehension; they may understand a problem when it’s spoken even if the written version trips them up. By talking through math, we leverage their listening strength and oral reasoning skills.
How to do it: Have your child “think out loud” when solving a problem – ask them to explain what the problem is asking and describe each step as they do it. You can model this by verbalizing your own thought process first (e.g., *“Okay, the problem says 12 divided by 3. That means if I have 12 objects split into 3 equal groups, how many in each group? Let’s say it out loud: 12 split into 3 groups gives 4 in each.”*). Use auditory memory aids like rhymes: for instance, to remember measurement conversions or formulas, make up a simple rhyme or acronym. If reading is a challenge, read problems aloud to your child or use an app/voice recorder to play the problem. You might also incorporate music – clapping or stepping a pattern to represent a multiplication fact (e.g., clap 2, clap 2, clap 2, clap 2 to feel that 2×4 = 8), or sing the skip-counting series.
Keep in mind that multisensory learning research emphasizes engaging multiple senses at once for maximum effect. So combine auditory with visuals and hands-on whenever you can. For example, when learning fractions, say “one-half” and have your child repeat it while they hold or look at a half-piece of something. This dual input (hearing and seeing) reinforces the concept more than either sense alone.
4. Kinesthetic Movement and Touch in Math
What it is: Incorporate movement and physical activity into math learning. This strategy overlaps with using manipulatives but extends to full-body movement and gross motor activities. It can be as simple as using fingers to count (touching a finger for each number counted) or as active as hopping along a giant number line on the floor. Other examples: writing numbers or equations in sand or shaving cream (engaging the sense of touch), using arm gestures to show the size of numbers or angles (small vs. large), doing a “math scavenger hunt” around the room to find shapes or solve problems taped to the wall, or acting out word problems (e.g., physically grouping kids or toys into sets to model division).
Why it helps: Movement anchors learning in muscle memory. Many children with dyslexia (and ADHD) benefit from kinesthetic techniques because sitting still and absorbing abstract information is difficult – but if they can *move* and *do*, they learn by doing. Physical engagement increases focus and can make learning more fun rather than stressful. Notably, research in educational psychology has shown that having students gesture or use body movements while learning leads to deeper and more durable understanding. For instance, studies on teaching mathematical equivalence found that children who used hand gestures during lessons retained the concepts better over time than those who only manipulated objects or received verbal instruction classic study. Gestures seem to particularly help with retention and generalization of knowledge. In plain terms, when kids “talk with their hands” or move their bodies to represent math, it cements the ideas in their brain. Movement also ties into the idea of using multiple brain pathways: combining physical, visual, and auditory modalities gives learning more “hooks” to stick. And importantly, kinesthetic methods can reduce math anxiety – a child busy jumping or drawing in sand is often more relaxed and engaged than one staring at a worksheet.
How to do it: Add a kinesthetic element to any math activity. Practicing multiplication? Turn it into a clapping game or jump-rope chant (e.g., chant “5, 10, 15, 20...” while jumping rope or clapping on each count of five). Learning shapes or geometry? Have your child form the shapes with their body or by walking along the outline of a large shape on the floor. For younger kids, create a number line on the ground with chalk or tape and let them physically hop from number to number to solve addition and subtraction (this also gives great sensory feedback of distance and magnitude). To teach place value, you might assign areas of the room as ones, tens, hundreds places and have the child physically move objects or themselves into those places. Even simply using finger counting and tapping is a valid multisensory approach – research has noted that struggling math learners rely on finger counting as a natural visual-tactile aid, and that’s perfectly okay as a stepping stone to understanding. The key is to get the whole body involved.
One practical tip: incorporate movement breaks with learning – for example, hide math puzzle pieces around the room so the child must get up and find each piece to solve a problem, or do a quick physical activity that relates to the lesson (like jumping jacks counting by twos). By intertwining motion with math, you’re engaging the brain’s motor centers along with cognitive centers, leading to stronger learning.
5. Game-Based Learning and Interactive Apps
What it is: Use math games – whether traditional board/card games or digital apps – to provide a multisensory and fun learning experience. Games naturally engage multiple senses and skills: they often have visual elements (game boards, cards, or app graphics), auditory feedback (sounds or verbal prompts), and hands-on interaction (moving pieces or tapping screens). Importantly, games wrap practice in a story or challenge, which can motivate learners who might otherwise resist drills. This category includes educational apps like Monster Math, which is a game-based math learning app designed with multisensory principles for neurodivergent kids, as well as physical games like dominoes, dice games, or math bingo that reinforce math skills through play.
Why it helps: For children with dyslexia, math can be anxiety-provoking – especially when it involves timed tests or heavy reading. Games transform math practice into a low-stress, engaging activity. The multisensory nature of a well-designed game (bright visuals, interactive manipulation, immediate auditory feedback for correct answers, etc.) keeps multiple parts of the brain active, which enhances learning and memory. There’s growing evidence that game-based learning isn’t just “fluff” – it yields real gains in both skill and motivation. A 2023 systematic review of studies concluded that digital math games have a positive impact on students’ mathematical skills *and* on affective factors like attitude and engagement. Students learn more and feel more confident at the same time. For learners with dyslexia, games can also provide repetition and practice in a way that doesn’t feel tedious. The instant feedback and rewards in games help maintain focus and encourage a *“try again”* mindset instead of feeling defeated by mistakes. Additionally, many math apps (including Monster Math) adapt to a child’s level and pace, ensuring they experience success and incremental challenge – which is ideal for dyslexic learners who may need a bit more time or alternative approaches. By bypassing heavy text and using visuals and interaction, games align with Universal Design for Learning principles, making math accessible and enjoyable for a wide range of learners.
How to do it: Incorporate math games into your routine as a supplement to traditional homework. For younger kids, simple board games like Chutes and Ladders or Uno secretly build number sense and strategic thinking. You can modify classic games to infuse math: e.g., in a scavenger hunt game, hide cards with math questions that the child must solve to get the next clue, or play store with fake money to practice addition and subtraction. Card games that involve math (like making pairs that add to 10, or comparing fractions on cards) are both tactile and cognitive. Digital games and apps are also powerful – consider using an app like Monster Math, which presents math challenges through an adventure game format, or other reputable math apps that emphasize conceptual understanding over rote drills.
When choosing digital tools, look for features beneficial for dyslexic learners: speech options (narration), minimal text clutter, visual supports, and an adaptive pace.
6. Structured, Step-by-Step Instruction (CRA Approach)
What it is: Teach math in a clear, structured sequence that moves from Concrete to Representational to Abstract – often abbreviated as the CRA approach. This strategy is inherently multisensory because it ensures that for every new concept, a child first experiences it with hands-on materials (Concrete), then with visual pictures or models (Representational), and finally with symbols and numbers alone (Abstract). It also involves explicit teaching of math vocabulary and step-by-step problem-solving procedures, using multisensory techniques at each stage. For example, if learning about place value, a structured approach would have the student first build numbers using place value blocks (concrete), then draw them in a place value chart or use color-coded visuals (representational), and only then write the numerical digits with understanding (abstract).
Why it helps: Children with dyslexia (and many with dyscalculia or ADHD) thrive on structured, explicit instruction. The CRA progression ensures they are never pushed into abstract math before they truly “get” it at a concrete level. This scaffolded approach aligns with how our brains construct understanding – it’s much easier to internalize an abstract concept when you’ve seen it and touched it first. Research strongly supports the effectiveness of CRA for learners with disabilities. Numerous studies have shown that CRA-based instruction leads to significant improvements in math performance for students with learning difficulties, across various topics and grade levels. By engaging multiple modalities (kinaesthetic, visual, then symbolic/logical), CRA not only boosts understanding in the moment but also helps students generalize skills to new problems and retain them over time. For dyslexic learners, another big benefit is that CRA inherently reduces the language demand: the Concrete and Representational stages rely less on reading and more on observation and interaction, giving students a chance to build concept knowledge before dealing with language-heavy word problems or instructions.
Essentially, CRA is a multisensory framework that takes the guesswork out of learning math.
How to do it: When teaching a new math concept at home or in class, deliberately walk through the three stages:
- Concrete: Start with physical objects or manipulatives. For instance, if the lesson is on addition with regrouping, use real blocks or counters to physically bundle ten ones into one ten, so the child can see and touch the regrouping process.
- Representational: Next, move to drawings or visual representations of those same objects. In the addition example, draw the piles of blocks or use place value charts on paper where the child can draw circles or use stickers to represent the blocks. Many teachers use techniques like dot drawings or bar models here.
- Abstract: Only after the child shows comfort with the concept using visuals do you introduce the standard numeric or algebraic representation (the digits and symbols). Continuing the example, this is when you would have the child do the two-column addition problem with numbers, carrying over the 1 for the ten, etc., now that they conceptually understand why that “carry” is happening.
This systematic progression can be applied to virtually any math topic – addition, subtraction, multiplication, division, fractions, algebra, word problems, and so on. The key for parents and teachers is to be patient in the early stages: don’t rush a dyslexic learner to the abstract just because that’s what traditional worksheets use. If they’re struggling, fall back to concrete or pictorial demonstrations. For example, when a dyslexic student was having trouble solving equations, one study had teachers re-introduce manipulatives to re-teach the concept; the student then gained a deeper understanding and could solve the equations abstractly after that concrete refresher.
It’s also important to use explicit language during each stage (e.g., “We have 12 ones. Let’s trade 10 of those ones for one ten block.”), so the child can connect the language of math to the actions they see. By consistently using CRA, you provide a predictable learning routine. Children with dyslexia often feel more secure and confident when they know the steps to approach a problem. Over time, they internalize this approach and start applying it on their own – for instance, drawing a quick sketch (representational) on scrap paper when faced with a tricky word problem, before diving into calculations. Many parents find that the CRA method not only helps their child understand math better, but also significantly reduces frustration and tears. It turns abstract symbols into something a child can experience and talk about, making math *truly make sense* before it gets complicated.
7. Relate Math to Real-Life Contexts and Stories
What it is: Whenever possible, connect math concepts to real-world situations and incorporate storytelling. This means framing math problems in terms of things the child cares about or encounters in daily life – for example, practicing fractions through slicing a pizza or baking cookies, or learning budgeting by “shopping” with play money. Storytelling can involve creating a simple narrative around a math problem (e.g., telling a story about a dragon who needs to collect 10 magic stones and already has 6, to illustrate 6 + 4 = 10) or using word problems that reflect the child’s own name, interests, or experiences. Real-life context also includes multi-sensory activities like cooking (which engages taste, smell, touch, along with math measurement) or building projects (measuring wood for a small craft involves tactile and visual skills along with arithmetic).
Why it helps: Many children with dyslexia have strengths in holistic thinking – they grasp the “big picture” or the story, even if they get lost in the minutiae of symbols or sequences. Embedding math in a narrative or tangible context gives that big picture. It provides meaning to the numbers, which can dramatically improve comprehension and recall. Real-life examples also automatically engage multiple senses: consider a baking activity for fractions – the child sees the ingredients, hears the sounds of mixing, feels the textures, perhaps even smells and tastes the result. This full sensory experience creates strong memory associations. Research in educational psychology suggests that knowledge anchored in meaningful contexts is retained much betterthan memorized abstract facts. Moreover, when math is connected to something real, children are more motivated to solve it. A child who might tune out a worksheet of subtraction problems could come alive if those problems are part of a pretend play scenario about opening a snack shop or planning a party (where they have to figure out how many plates or balloons are needed). For dyslexic learners, reducing anxiety is key – and doing “stealth math” through fun activities can lower resistance and build confidence. In essence, storytelling and real-life context humanize math. They turn math from an abstract school task into a relatable, concrete experience. This not only helps dyslexic kids understand concepts better but also shows them that math is actually useful and relevant (which can be a big motivational boost for a child who has faced repeated struggles).
How to do it: Look for opportunities to weave math into everyday life in a hands-on way. In the kitchen, involve your child in measuring ingredients (half cups, quarter teaspoons, etc.) – this is excellent practical fraction practice. Talk about the math while doing it: *“We need 3/4 cup of sugar. The measuring cup is 1/4 cup – how many of these make 3/4?”* The act of filling and leveling the cup three times is a multisensory reinforcement of 1/4 + 1/4 + 1/4 = 3/4. If you’re at the grocery store, you can play a game of estimating totals or making change (handling real coins and currency is tactile and visual). If your child is into sports, use sports statistics or scores to discuss numbers – for example, **baseball** averages for decimals, or **basketball** scoring for addition. Make up characters or use your child’s favorite fictional characters in word problems – e.g., *“Harry Potter has 12 potions and gives 5 to Ron. How many are left?”* You can also encourage your child to create their own math story: perhaps drawing a comic strip where the hero needs to solve math problems to overcome obstacles. During homework, if a word problem is too convoluted on paper, try acting it out with props or toys. For instance, use stuffed animals to represent “5 children” who each have 2 apples to illustrate 5×2. The goal is to make math less abstract and more experiential. This approach aligns with the multisensory teaching philosophy that abstract symbols gain meaning when linked to concrete experiences.
One caution: ensure the real-life scenario doesn’t add too much complexity. Keep stories simple and focused on the math concept at hand (we don’t want the narrative to distract from learning). But done well, this strategy can turn a dry lesson into a memorable adventure.
Your child is likely to remember how splitting a pizza with the family showed what “quarters” mean, long after they might forget a worksheet on fractions. By grounding mathematics in reality and stories, you give dyslexic learners additional pathways to understanding – through context, emotion, and concrete reference – making their learning experience richer and more robust.
FAQs
Why do kids with dyslexia struggle with math in the first place?
Children with dyslexia primarily have difficulty with language processing – which can affect math in several ways. For one, many math tasks (like word problems) require reading and understanding instructions, so dyslexic learners may get bogged down decoding the language rather than doing the math. They might misread numbers or symbols (confusing 6 and 9, + and ×, etc.) due to similar issues that cause letter reversals in reading. Sequencing can also be a challenge – math procedures often have multi-step sequences (as does reading), and a dyslexic child may mix up the order of steps or have trouble memorizing math facts and formulas in sequence. Working memory can be weaker, making it hard to hold numbers in mind while calculating. The result is that even when these kids understand math concepts, they might make errors or freeze up under traditional teaching methods. This is why multisensory strategies are so important – they present math in alternative ways that play to the child’s strengths and bypass some of the language-heavy barriers.
What does a multisensory math lesson look like in practice?
A multisensory math lesson is one where the student is seeing, hearing, and doing something with the math concept all at the same time. For example, let’s say the lesson is about learning the multiplication table of 4. In a multisensory approach, a teacher or parent might: show four groups of objects (visual), have the student physically arrange or count those objects (tactile/kinesthetic), and perhaps chant “4, 8, 12, 16...” together (auditory). A specific example could be learning 4×3: the child might count out 3 groups of 4 blocks, line them up and see it makes 12 (visual/tactile), and then say aloud “4 times 3 equals 12” while pointing to each group in turn (auditory + movement). The key is engagement on multiple channels – rather than just listening to a lecture or just completing a worksheet silently. In a classroom, a multisensory lesson might involve learning geometry by drawing shapes on paper and constructing them with sticks and clay, then maybe writing the name of each shape and saying it. At home, it could mean doing a mini “store” role-play to learn addition and subtraction with money: the child hears the prices spoken, sees the price tags, physically counts out play money, and talks through the transaction. Essentially, if you peek in on a multisensory math lesson, you’ll likely see manipulatives on the table, maybe colorful visuals on display, hear lots of discussion or verbal rehearsal, and see kids moving around or using their hands – it’s interactive and often looks more like play or art class than a traditional math class. The result, however, is serious learning: by the end of the lesson, the child has formed multiple mental connections to the concept. This makes the learning “stick” – as one neuroscience study noted, activating multiple brain areas through multisensory input leads to more robust understanding and memory of complex concepts.
My child has dyscalculia (or ADHD). Will these multisensory strategies help them too?
Absolutely. Multisensory math strategies are beneficial for a wide range of learners, not just those with dyslexia. In fact, they are considered best practice in many special education settings because they align with how diverse brains learn. Dyscalculia is a specific learning difficulty in math, and children with dyscalculia often struggle with number sense, spatial reasoning, and remembering math facts. Approaches like using manipulatives, visual models, and kinesthetic activities are highly recommended for dyscalculia as well – they make abstract numbers tangible and emphasize understanding over rote memory. The CRA approach we discussed, for instance, was originally developed to help students with math learning disabilities and has a strong evidence base in that context. As for ADHD, these strategies can be a game-changer. Kids with attention difficulties often learn better by doing and through novelty. A hands-on, multisensory lesson is naturally more engaging than a lecture or a worksheet, helping to sustain their focus. Movement and interactive elements give them an outlet for their energy and can reduce the restlessness or boredom that ADHD kids might feel in a traditional setting. Many of the strategies also support executive function – for example, structured step-by-step instruction helps with organizational skills, and visual charts help with working memory by offloading information onto paper. It’s worth noting that the overlap between dyslexia, dyscalculia, and ADHD is significant; many kids have more than one of these, or traits of each. Multisensory strategies create an inclusive learning environment that accommodates all these needs simultaneously. In short, whether a child struggles primarily due to dyslexia, dyscalculia, ADHD, or is simply a visual or hands-on learner, multisensory math techniques meet them where they are and help them build true understanding. These approaches are essentially universal design – they’re good for everyone, and often essential for those with learning differences.
Can educational math games or apps really help a child with dyslexia?
Yes, if they are well-designed, educational games and apps can be incredibly helpful for learners with dyslexia – and they are supported by research and practice. The key is choosing games that incorporate the right principles: they should be multisensory, adaptive (adjusting difficulty as the child learns), and focused on conceptual understanding rather than rote drills with heavy text. For example, an app like Monster Math is specifically designed with neurodivergent kids in mind – it uses game-based learning to practice math facts and concepts in a visual, engaging way, without overwhelming text or timers. This means a child with dyslexia can practice addition, subtraction, etc., in a fun environment where instructions might be given in audio or visual form and where mistakes are treated as learning opportunities rather than failures. Research on game-based learning in math has found improvements not only in students’ math skills but also in their confidence and interest in math. For a child with dyslexia who might have had negative experiences with traditional math exercises, a game can rebuild positive associations with the subject.
Moreover, games often provide lots of review and reinforcement implicitly – a child might solve dozens of math problems in a 20-minute gameplay session, without the fatigue or frustration that might accompany a worksheet of 20 problems.
That said, not all math games are equal. Parents should look for reviews or evidence that a given app/game is effective for kids with learning differences. Features like clear audio instructions, minimal reading required, supportive visuals, and a pace that lets the child think (no high-pressure countdown clocks) are important. It’s also good to balance screen-based games with physical play and offline practice, so the child doesn’t always rely on the same format. But as part of a multisensory diet, math games and apps are powerful tools.
Key Citations
Rizos, I., & Foykas, E. (2024). Teaching first-degree equations to students with dyslexia. Pedagogical Research, 9(4), Article em0219.
Lafay, A., Osana, H. P., & Valat, M. (2019). Effects of interventions with manipulatives on immediate learning, maintenance, and transfer in children with mathematics learning disabilities: A systematic review.
Khan, R., & Khan, M. (2021). Concrete-Representational-Abstract and Multisensory Strategies: An Inclusive Approach to Mathematics. Asia Pacific Journal of Developmental Differences, 8(2), 293–309.
Kast, M., Meyer, M., Vögeli, C., Gross, M., & Jäncke, L. (2007). Computer-based multisensory learning in children with developmental dyslexia.
Kersey, A. J., Carrazza, C., Novack, M. A., Congdon, E. L., Wakefield, E. M., Hemani-Lopez, N., & Goldin-Meadow, S. (2024). The effects of gesture and action training on the retention of math equivalence.
Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students’ cognitive and affective domain: A systematic review.