Alexis is a fourth-grade student who is classified as having a specific learning disability (SLD). She participates in a general education math class with the support of a special education teacher. During the unit on multiplication, Alexis is not able to recall her math facts with automaticity. Which of the following accommodations could best help support Alexis during math class?

While providing a visual aid can be helpful, it may not directly assist Alexis in overcoming her specific challenge of recalling multiplication facts automatically. A general visual may not offer the step-by-step guidance needed for her to effectively utilize the information during problem-solving.

Reading the problems aloud could help Alexis understand the questions; however, it does not address her difficulty with recalling multiplication facts. This accommodation may assist with comprehension but does not provide a strategy for her to solve multiplication problems independently.

Using graph paper can help with organizing numbers and reducing errors in calculations. However, it does not specifically target the issue of automatic recall of multiplication facts, which is central to Alexis’s learning challenge in mathematics.