Dyscalculia
Many studies indicate that dyscalculia is not related to intelligence, motivation or other factors that might influence learning. Most of the children affected have specific deficits in one or more areas, but often perform at grade level or better in other areas.
The early signs of dyscalculia include a poor understanding of number magnitude, a rigid understanding of counting, and use of immature strategies during problem-solving. In first grade, children with dyscalculia often do not know basic number names (e.g. “9” = “nine”), and have difficulty identifying which number is larger or smaller.
Almost all children – including those with dyscalculia – are able to learn the basic counting sequence (“one, two, three, four…”). However, some children have difficulty with the rules that underlie the ability to count effectively. These include one-one correspondence (one and only one word tag, e.g. “one,” “two,” is assigned to each object), stable order (the order of the word tag is the same across counted sets), and cardinality (the value of the final word tag represents the quantity of items in the set).
Many children with dyscalculia have trouble remembering basic arithmetic facts, such as the answer to 5+3. Many of these children use immature problem-solving strategies, such as relying on finger counting for more years than other children, and they make more mistakes when counting.
Anxiety about mathematics can lead to errors. Dyscalculia is very likely to eventually result in frustration and avoidance, and potentially excess anxiety that, in addition to the underlying cognitive deficit, will almost certainly make it more difficult to learn mathematics.
Dyslexia
The key discovery related to dyslexia is that reading is not natural, but is acquired and must be taught. To read, a child must learn how to connect the abstract lines and circles (i.e. letters) on a page to the sound of spoken language.
Recent evidence suggests both genetic and environmental influences in the development of dyslexia. A child with an affected parent is 80 times more likely to be dyslexic. Boys and girls who come from disadvantaged backgrounds are especially at risk for developing reading difficulties, because they tend to have less exposure to language and often lack the vocabulary skills or background knowledge necessary to develop strong reading comprehension skills.
Although multiple developmental paths lead to dyslexia, children in need of preventive training can be identified early by using two sources of information: the family background in relation to reading, and the development of skills that can predict reading acquisition (e.g. letter knowledge).
Learning disabilities, if left untreated, compromise knowledge acquisition, expose a child to repeated experiences of failure and may reduce motivation for learning in general. For dyslexia as well as dyscalculia, providing early help may avoid many of the associated problems that affect self-esteem and emotional well-being.
See also...
|