she also transposes her digits frequently and reads them backwards (i.e. reads 46 as 64). Transposing even occurs when she is doing double digit adding and she will carry the wrong digit... for instance if she adds the numbers in the right column, comes up with 15, she will write down 1 and carry a 5. Sometimes she will also start adding the numbers on the left column first instead of the right column.
This happens to my dysgraphic ds - one encouraging thing is it seems to happen *less* as time goes on - but it can be so frustrating! When we talked about this to his neuropscyh in 5th grade, she said that we should encourage him to check and double-check and triple-check his work. That works in some ways... but he also sometimes accidentally changes work or gets confused on work that was correct to begin with because he makes the error the second time around. DS has an accommodation of extra time on testing, and the ok to get an extension on homework with no deduction in grade if he can't finish the entire assignment in one night (he wants to do the full assignments, so he finishes the work on either the next night or the weekend). His neuropsych also recommended he be allowed to use a calculator to check his work on tests (unless the test was specifically testing direct calculation skills).
Everyday Math doesn't give enough practice before it spirals to another skill or concept. She requires a lot of repetition to retain what she has learned and EM is not giving her that.
My dd10 isn't dyslexic, but she has a relative weakness in inductive reasoning, and math is quite a challenge for her. She had a tough time with EM for this same reason - lack of repetition before moving on. Yep, EM comes *back* to the same concepts, but dd needed much more repetition before leaving them the first time around. We've looked into quite a few different alternative curriculums etc, and jmo, but I'm not sure it's the actual curriculum that matters as much as being sure she really truly *gets* a concept before moving on, and that means a lot of explaining and repetition. She also seems to get a better understanding through manipulatives, hands-on work. And.. lately she's been reading the first Danica McKellar book... can't remember the name but something like "Math Doesn't Suck".... she seems to understand the way McKellar explains things. It's not a curriculum, but it might be a good resource to have around on the side - when your dd is a little farther down the road in math.
Good luck - my dd would *totally* sympathize with your dd!
polarbear