DYScover the other DYSorders related to Dyslexia: Dysgraphia and Dyscalculia
The definition of specific learning disorder (SLD) in the DSM-V (Diagnostic and Statistical Manual of Mental Disorders, fifth edition) states that a specific learning disorder is a disorder with impairments in mathematics, reading, or written expression (Dyscalculia.org, 2019, para. 7). If you were to replace those three keywords with three “dys” words, mathematics could be replaced with dyscalculia (duhs·kal·kyoo·lee·uh), reading could be replaced with dyslexia, and written expression could be replaced with dysgraphia. Dyscalculia and dysgraphia are two “dys” words related to dyslexia. However, they are often overlooked because the research in these areas is approximately 30 years behind the research on dyslexia.
Dyslexia is a word of Greek origin that means the condition of having an impaired word skill (Beringer & Wolf, 2016). It is a SLD where word-level skills are impaired, specifically in reading and spelling (Beringer & Wolf, 2016). The Virginia Department of Education (VDOE) adds to this definition by stating that an individual with dyslexia may have difficulties with word recognition, spelling, and decoding (Virginia Department of Education, 2024a). Difficulties in these areas are known to impact students in the reading/English classroom; however, it is important to note that as students progress in grade levels, reading becomes more important in all content areas, including mathematics. Students are required to read more mathematics in word problem form and are introduced to the use of letters and symbols as part of mathematical formulas and computations. Students with dyslexia may experience difficulties with the identification and use of one or both of these areas (Penczek, 2017).
The difficulties a student with dyslexia encounters with reading word problems or accurately using letters and symbols in mathematical formulas and computations can be compounded by another SLD related to mathematics called dyscalculia. As with dyslexia, dyscalculia is a word of Greek origin defined as a condition of having impaired computational calculations (Beringer & Wolf, 2016). Dyscalculia may impact a student’s quantitative or visual-spatial skills, their abilities to understand and remember mathematics concepts, rules, and formulas, to acquire and use basic computation skills, and to perform the correct sequence of operations (Virginia Department of Education, 2024b). Often, individuals with dyscalculia have a poor understanding of number sense, which is a foundation for the conceptual understanding of mathematics (Beringer & Wolf, 2016; Virginia Department of Education, 2024b). Current research suggests “4 to 6% of the [world’s] population [has dyscalculia]…this equates to at least one child in any average classroom” (Bird, 2021, p. 6). A few classroom accommodations that may support a student with dyscalculia include, but are not limited to, the use of concrete manipulatives and math aids, visual supports and worked examples, providing specially designed instruction on word problem strategies and checklists for multi-step problems, and providing a calculator for completing computations (Morin, 2024).
For a student with dyslexia who also has dyscalculia, the third “dys” word that may complicate matters is dysgraphia. Dysgraphia is an SLD impacting the production of writing strokes, thus distorting the formation of letters and/or symbols (Beringer & Wolf, 2016; Virginia Department of Education, 2024c). Dysgraphia may impact the size and spacing of one’s writing (Virginia Department of Education, 2024c). In the mathematics classroom, dysgraphia could impact students when completing mathematical computations, especially when it is essential that key information is legible and aligned correctly. Of the five subtypes of dysgraphia, the two that may impact students in the mathematics classroom are motor dysgraphia and spatial dysgraphia (Undivided, 2023). Motor dysgraphia impacts the fine motor skills and production of writing strokes, whereas spatial dysgraphia impacts the spacing between letters, symbols, and/or words (Undivided, 2023). It is currently estimated that between 5-20% of individuals have dysgraphia, making it a common condition (Undivided, 2023, para. 6). The large range in how many people have dysgraphia is attributed to this SLD not being diagnosed or being misdiagnosed (Undivided, 2023). Regardless, if you believe a student may be struggling with dysgraphia, diagnosed or not, classroom accommodations that may be helpful include, but are not limited to, providing additional time to complete assignments, reducing the amount of written work required (i.e., number of questions to be completed in a given amount of time), providing a copy of notes or using guided or cloze notes, and considering assistive technology tools such as modified paper or writing tools, pencil grips, and speech to text technology (Undivided, 2023, para. 27).
As previously mentioned, the understanding of dyscalculia and dysgraphia is still evolving. Furthermore, it is important to know that a student who has dyslexia may not also have dyscalculia and/or dysgraphia. Likewise, a student with dysgraphia may not have dyslexia and/or dyscalculia. The three “dys” diagnoses do not necessarily have co-morbidity; however, it is important to understand all three in order to be prepared to support our students in the best way possible.
To learn more about dyscalculia and dysgraphia, here are a few resources you may want to review:
Dyscalculia
Berninger, V., & Wolf, B. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia. Brookes Publishing.
Morin, A. (2024). Classroom accommodations for dyscalculia. Understood.
Dysgraphia
Berninger, V., & Wolf, B. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia. Brookes Publishing.
Undivided. (2023). What is dysgraphia? Undivided.io. https://undivided.io/resources/dysgraphia-101-1611
References
Berninger, V., & Wolf, B. (2016). Dyslexia, dysgraphia, OWL LD, and dyscalculia. Brookes Publishing.
Bird, R. (2021). Dyscalculia toolkit: Supporting learning difficulties in maths. Sage Publications.
Dyscalculia.org. (2019). Dyscalculia. Dyscalculia.org.
Morin, A. (2024). Classroom accommodations for dyscalculia. Understood.
Undivided. (2023). What is dysgraphia? Undivided.
Virginia Department of Education. (2024a). Dyslexia.
Virginia Department of Education. (2024b). Learning disabilities in mathematics.
Virginia Department of Education. (2024c). Learning disabilities in writing.
For more information, contact Leslie Murphy Brown ([email protected]), Program Specialist, T/TAC at VCU.
Categories Inclusive Practices, Math, Reading