“As someone who stays abreast of the research, I see firsthand the conflicting findings, the open questions, and the complexity of these disorders. Without clear, consistent information, it’s easy to see how affected students may go undetected or be misdiagnosed. The challenge is to provide practical information for educators that is evidence-based, without it being overly complex or oversimplified,” she says.
The role of the general education teacher is pivotal, says Tina Eichstadt, MS, CCC-SLP, an ASHA-certified speech-language pathologist and senior product manager for Pearson. “With their day-to-day contact, they’re often the first professionals to encounter individual student challenges that raise concerns. They may be unsure at times about how to describe what they are seeing in the classroom, but raising a flag is the first step in ensuring students get everything they need to access the curriculum and succeed in school.”
To support educators and ensure proper support for students who may be struggling with these learning challenges, this primer explores common markers to watch for in these often co-occurring learning disabilities.
What To Know About Dysgraphia
Dysgraphia can present separately or concurrently with dyslexia. The Diagnostic and Statistical Manual of Mental Disorders | 5th edition (DSM-5) categorizes it as a specific learning disorder with an impairment in written expression. It’s critical to recognize that dysgraphia is not the result of lack of instruction, motivation or effort.
Its focus on language offers key markers to observe. Among the potential signs of dysgraphia are:
- Poor and/or inefficient (slow and labored) handwriting.
- Variably shaped and poorly formed letters.
- Inappropriate letter spacing between words and letters.
- Incorrect or odd spelling and capitalization.
- Difficulty copying words and sentences.
- Awkward pencil grip and hand fatigue.
- Tendency to avoid writing tasks and/or low writing productivity.
Because writing is such a crucial skill in all aspects of life — as well as a fundamental component of literacy development — early identification and support can significantly impact a student’s academic trajectory and future career success. While it might seem that switching to typing could help with this learning disability, it’s worth mentioning that keyboarding is not always a useful accommodation since this disorder can affect those skills in a manner similar to handwriting.
What To Know About Dyscalculia
Another disability that frequently co-occurs with dyslexia is dyscalculia, which the Learning Disabilities Association of America (LDA) defines as “a specific learning disability with an impairment in mathematics, which can affect calculations, problem solving or both.” It can impact a wide variety of numerical tasks, including number sense, basic math fact memorization and calculation. Just as with dysgraphia, it is not due to a lack of instruction, motivation or effort.
Given how often dyscalculia co-occurs with disorders like ADHD and dyslexia, Breaux points out that dyscalculia can be easily overlooked. “Educators may not initially realize that a student has dyscalculia because the educational services are focused on more prominent learning disabilities, which is why a comprehensive evaluation is vital with dyscalculia in particular.” The LDA estimates that 4 to 7% of students have dyscalculia, making it likely that educators will have at least one student in their class with it.
Some of the signs to watch for are:
- Difficulty acquiring early numeracy skills, including counting, seriation and comparing quantities.
- Math errors that reflect faulty conventional understanding of procedures or numbers.
- Slow or inaccurate math fact retrieval; including persistent finger counting (beyond what’s age appropriate) for simple facts.
When wondering whether a student has dyscalculia, Breaux cautions against focusing too narrowly on math grades or math anxiety, but rather to consider more broadly how persistent number-related deficits may be interfering with academic and daily functioning. Considering the importance of math in everyday activities, those with dyscalculia struggle with a variety of tasks necessary for daily living, such as managing and using money and time management.
Dyscalculia is associated with a higher risk of mental health issues, such as low self-esteem and depression, and unemployment or underemployment, which underscores the importance of early identification and intervention.
The Importance of Widening the Dyslexia Conversation
While advances in dyslexia awareness have been transformational for students, educators recognize there is more to be done to ensure all students benefit from assistance and access to the resources necessary to help them achieve.
To this end, Breaux and Eichstadt note the much-needed groundswell of professional development that has emerged to give general educators confidence in working with learners with dyslexia — and reiterate the key role general educators play in addressing learning disabilities such as dysgraphia and dyscalculia.
By being aware of the red flags and providing accommodations and referrals to support services, educators can help students with dysgraphia and dyscalculia overcome challenges and reach their full potential.
To learn more about dyslexia, dysgraphia and dyscalculia — and how educators can support the professional school team — explore Pearson’s Dyslexia Toolkit, which includes whitepapers on dysgraphia and dyscalculia.
