Learning differences: dyslexia, dyscalculia & more
Reading, maths, writing and language‑based learning differences explained clearly, including overlap patterns.
At a glance
- Learning differences are specific patterns (reading, writing, maths, language) — not intelligence.
- Overlap is common: ADHD, DCD/dyspraxia, language disorder, anxiety.
- Early support prevents secondary anxiety and school refusal.
If you only do one thing
- Ask “what is the task really measuring?” then adjust output: oral answers, reduced copying, assistive tech.
Learning differences are specific patterns
Learning differences (dyslexia, dyscalculia, dysgraphia) reflect specific processing profiles. They are not a measure of intelligence.
A child can be bright and still struggle because the task demands do not match their processing strengths.
Dyslexia (reading)
Dyslexia is commonly related to phonological processing and mapping sounds to letters/words. It often improves with explicit, structured literacy instruction.
Support that helps: systematic phonics, multisensory practice, assisted reading, and reducing shame through affirming language.
Dyscalculia (maths)
Dyscalculia can involve number sense, magnitude, and arithmetic retrieval. It often needs explicit teaching and visual supports rather than “more practice.”
Support that helps: manipulatives, visual models, small step sequences, and technology for calculation when the goal is problem‑solving.
Dysgraphia (writing)
Writing is a multi‑system task: language, motor control, planning, and memory. Dysgraphia can reflect motor load, language load, or both.
Support that helps: keyboarding, speech‑to‑text, reducing copying, and allowing oral responses.
Overlap and the “secondary anxiety” trap
Learning differences often overlap with ADHD, DCD/dyspraxia, and anxiety. Without support, children may develop avoidance and school refusal because tasks repeatedly signal failure.
The fastest way to reduce anxiety is to change the task demands and provide a route to success.