Could my child’s reading and maths struggles be dyslexia or dyscalculia?
Q: How can I help my child with reading, spelling, writing, comprehension and maths? What assessment and practical tools are available to improve my child’s literacy and numeracy?
Dr Wright answers:
Literacy and numeracy problems can appear in different forms and at different stages of a child’s development. Sometimes, specific problems occur in isolation and are identified accordingly as, for example, a weakness in spelling. Other times, literacy and numeracy problems are complex, and are referred to in differing ways, including terms such as ‘learning difficulties’, ‘learning disabilities’ and, more specifically, ‘dyslexia’ and, in the case of some types of mathematical difficulties, ‘dyscalculia’.
Various schools of thought therefore describe dyslexia and dyscalculia differently — this can be confusing for parents and professionals.
Problems with numeracy and literacy are usually first detected in the early years of schooling. Some children, despite normal vision, hearing capabilities, cognitive function and schooling opportunities, have problems in one or more aspects of literacy or numeracy.
Parents have good reason to worry that dyslexia, dyscalculia or literacy or numeracy issues are either caused by, or result in, their child being seen as having a ‘learning difficulty’, and will lead to learning and perhaps behavioural problems at school. This is because reading, spelling, writing, comprehension and maths are central to many classroom activities. Ultimately, each of these areas can affect children’s overall achievement. Further, literacy and numeracy proficiency is a strong predictor of overall achievement in adulthood.
Competencies in literacy and numeracy significantly correlate with longer-term employment opportunities and overall life outcomes. Difficulties in numeracy or literacy set the scene for a range of ongoing problems at home, affecting a child’s self-belief about her or his capabilities.
Parents of young children assume that upon entry to formal educational experiences, their child will be ‘ready’ to learn to read and work with mathematical concepts. This is true for many children, but not for all. When children’s skills do not develop as expected, parents and professionals commonly construct ‘reasons’ why this may be so, and a ‘wait and see’ position is often adopted. While developmental variations are no cause for panic, this approach commonly costs children valuable time and vital opportunities for early intervention.
Some early indicators of dyslexia include persistent ‘mirror’ writing, delayed speech, difficulty in rhyming and a tendency to omit sounds or letters. Dyslexia is identified in persistent spelling difficulties, trouble reading aloud, laboured silent reading and ongoing difficulties with letter-sound correspondence, spelling and, ultimately, comprehension. Dyscalculia, in contrast, is less easily defined, as some children who have difficulty managing language associated with mathematics, engage in ‘mirror writing’ of numbers, or struggle with basic operations, can nonetheless manage abstract mathematical ideas very well.
Whatever the case may be, a ‘wait and see’ approach risks the consequences of early failure in literacy or numeracy. If your child’s difficulties persist, tension around school and, in particular, homework may lead to problems of inattention and links with ADHD. Dyslexia is not a ‘new’ term — it was written about in the late 19th century by ophthalmologist Rudolf Berlin in Germany. Since then, dyslexia has attracted debate, with some arguing that it is a misused term.
Direct, targeted support makes a measurable difference to your child’s skill level in literacy and numeracy. Intervention, designed in light of your child’s abilities and strengths, promotes access to learning activities and ultimately protects his or her self-esteem. Intervention techniques work best when matched with your particular child’s assessment information.
A sample of Dr Wright’s tips for reading difficulties:
Get the facts: assess your child’s literacy and numeracy. ‘Reading’ is complex and involves several sub-strands of processing symbolic information. Parents who possess a clear understanding of their child’s trouble with literacy and numeracy are equipped with vital information. A comprehensive literacy assessment is very useful.
Learn all you can about how children learn to read and process numerical concepts. Increasing your knowledge and skills about how to support your child’s literacy development at home and at school will make a significant difference.
Act now and act strategically. Arrest further impact on your child’s learning and self-esteem. Obtain professional advice to create a tailored literacy and numeracy intervention plan. Provide a trained tutor for your child if possible.
Try to reduce stress-inducing triggers at home and at school. Ensure that your child is well prepared for school each day, has adequate sleep and nutrition, and experiences a ‘no blame’ approach to literacy and numeracy difficulties.
Dr Gloria S Wright is an internationally recognised educator, child expert and speaker. She directly supports parents by bridging the gap between home, school and clinical reports or diagnoses. Her emphasis on education, rather than ‘medicalisation’, provides alternative ways of understanding and managing children’s learning and behaviour. For techniques and strategies for your specific situation, connect with Dr Wright.
