Dyslexia and dyscalculia
Dyslexia is a condition that affects the ability to process language. Dyslexic
learners often have difficulties in the acquisition of literacy skills and, in some
cases, problems may manifest themselves in mathematics. It is not surprising
that those who have difficulties in deciphering written words should also have
difficulty in learning the sets of facts, notation and symbols that are used in
mathematics. This pattern of abilities and weaknesses is known as ‘specific
learning difficulties’.
Problems often occur with the language of mathematics, sequencing, orientation
and memory, rather than with the mathematics itself. Dyslexic learners find it
difficult to produce mental or written answers quickly, and the need to ‘learn by
heart’ for pupils who have poor memory systems may well result in failure and
lack of self-belief. Some dyslexic learners will enjoy the flexibility of approach
and methods while, for others, choice creates uncertainty, confusion and anxiety.
Dyscalculia is a condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have 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.
Very little is known about the prevalence of dyscalculia, its causes, or treatment.
Purely dyscalculic learners who have difficulties only with number will have
cognitive and language abilities in the normal range, and may excel in nonmathematical
subjects. It is more likely that difficulties with numeracy accompany
the language difficulties of dyslexia.
Department for Education and Skills(2001)
