Nice review of the research on algebra instruction in students with LDs: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.971.4899&rep=rep1&type=pdf

Note that the research-supported methods dovetail neatly with what you were intuitively doing with your DD: concrete-representational-abstract, modeling cognitive strategies with her, using real-life examples.

Brief summary of the enhanced anchored instruction strategy (meaningful applications): http://nycdoeit.airws.org/pdf/eai.pdf

Brief summary of cognitive strategy instruction: http://s3.amazonaws.com/cmi-teaching-ld/alerts/21/uploaded_files/original_Alert19.pdf?1331403099

A number of curricula use the concrete-representational-abstract approach. Among the best known are the Singapore Math curricula, which are probably easiest to implement through elementary, as the secondary-level texts are only CC-aligned through 8th grade (Dimensions Math), and (honestly) require a level of math conceptual understanding that escapes many US math teachers. Some strategies published by Vanderbilt on using CRA in algebra: https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_alg1.pdf
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_alg2.pdf

It may be easier to implement strategies than to find a complete curriculum.

...pronounced like the long vowel and first letter of the alphabet...