Dyslexia
It is thought that around 10% of the population show signs of dyslexia , with roughly equal prevalence between males and females.
Dyslexia is not related to intellectual ability or standard of teaching. It is independent of socio-economic or language background.
Delphi definition of dyslexia
Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling.
In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments.
Across all languages, difficulties in reading fluency and spelling are key markers of dyslexia.
Dyslexic difficulties exist on a continuum and can be experienced to various degrees of severity.
The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences.
Dyslexia can affect the acquisition of other skills, such as mathematics, reading comprehension or learning another language.
The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e., in phonological awareness, phonological processing speed or phonological memory). However, phonological difficulties do not fully explain the variability that is observed.
People with dyslexia often struggle with:
Reading
Writing
Spelling
Maths
Telling the time
Hearing certain sounds
Handwriting
Speech and language
Remembering instructions
Organisation
Getting their ideas on to paper
Processing information quickly
Dyslexic individuals often have very well developed creative skills and/or interpersonal skills and some employers are now actively seeking dyslexic employees because of their inventiveness and problem solving abilities.
Top Ten Tips For Dyslexia Friendly Classrooms
- Use a multisensory approach to teaching: graphics, diagrams, flowcharts, mind maps, colours, video, and sound.
- Use poster displays to support key vocabulary.
- Include creative, problem solving activities.
- Provide tasks in which students can express creativity in their thinking and reward this thinking
- Avoid copying from the board
- If pupils can’t spell a word, spell it loud for them and, at the same time, write it on the board- provide key spellings
- Use coloured dots/ pens if board work cannot be avoided.
- Check that students have understood instructions.
- Make learning an active process and interactive process.
- Vary your style of teaching and be aware of different learning styles.
What is Dyscalculia?
DYSCALCULIA is a specific learning difficulty with mathematics, primarily arithmetic. It was defined in a UK Government document in 2001 as: ‘Dyscalculia is a condition that affects the ability to acquire mathematical skills. Dyscalculic learners may have a difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.’
In March 2025 there was consensus on a new definition from the SPLD Assessment Standards Committee (SASC)
Dyscalculia
Features: A specific learning difficulty in mathematics is a set of processing difficulties that affects the acquisition of arithmetic and other areas of mathematics.
In dyscalculia, the most commonly observed cognitive impairment is a pronounced and persistent difficulty with numerical magnitude processing and understanding that presents in age related difficulties with naming, ordering and comparing physical quantities and numbers, estimating and place value.
Some individuals may not present with a specific cognitive impairment in numerical magnitude processing but have an equally debilitating specific learning difficulty (SpLD in mathematics) due to other processing difficulties. Difficulties in language, executive function (verbal and visuo-spatial working memory, inhibitory control) and visual-spatial processing may also contribute.
Impact: Mathematics is a very varied discipline. Difficulties with learning mathematics may present in specific areas (for example, basic calculation) or across of the mathematics studied by the individual in relation to age, standard teaching and instruction, and level of other attainments. Across education systems and age groups, difficulties in arithmetic fluency and flexibility and mathematical problem solving are key markers of a SpLD in mathematics. Persistent difficulties in mathematics can have a significant impact on life, learning and work. This may also have a detrimental impact upon an individual’s resilience to apply mathematical skills effectively.
Presentation: The presentation and developmental trajectory of a specific learning difficulty (SpLD) in mathematics depends on the interactions of multiple genetic and environmental influences. It will persist through life but may change in manifestation and severity at different stages.
A SpLD in mathematics frequently co-occurs with one or more of the following: attention deficit hyperactivity disorder (ADHD), dyslexia, developmental language disorder (DLD) and developmental coordination disorder (DCD).
Maths anxiety commonly co-occurs with a SpLD in mathematics but is not an indicator in itself.
Research into dyscalculia has lagged far behind research into dyslexia, but this is beginning to even out. Researchers agree that there is no single profile of dyscalculia. It is a heterogeneous problem which is compounded by the constellation of demands made by maths with prevalence at around 5%.
DYSCALCULIA CHECKLIST
- Has difficulty with the direct retrieval of number facts.
- Makes counting errors
- Reliance on immature strategies such as finger counting and makes errors with these
- Slow speed of processing of numerical information
- Inability to estimate
- Has poor knowledge of the worth or value of a number
- Has poor grasp of procedures and concepts
- Poor sequential memory for numbers and operations
- Cannot see patterns in numbers e.g. if 10,20,30,40 then 12, 22,32,42
- Poor grasp of the 10s base of the number system
- Has trouble moving up and down the number-line or number square
Top ten Tips for teaching children with dyscalculia
1.Use concrete materials, such as Cuisenaire rods or base ten materials
2.Spend time exploring these and don’t take them away too soon, they will help to develop the child’s understanding.
3.Play games with dice and dominoes so that the child can recognise common dot patterns.
4.Try to encourage the child to use more efficient calculating strategies, such as counting on rather than counting all.
5.Encourage the child to visualise the maths- by drawing diagrams and using concrete materials to model the maths.
6.Make the maths practical and multisensory- avoid worksheets .
7.Spend time on place value so that it is fully understood, this can be a very difficult concept to grasp.
8.Have a little and often approach- repetition and ‘overlearning’ will help.
9.Use mathematical language as much as possible and encourage the child to do the same
10.Give multiplication grids and number bonds to reduce the stress of having to remember these facts