Doing poorly in school traumatizes children. This is a fact that parents who watch their children struggle with schoolwork on a daily basis understand better than anyone.
But even parents may not realize just how lasting this trauma can be. Panicker and Chelliah (2016) concluded that children with learning disabilities exhibit chronically elevated levels of stress, and that stress is disruptive to brain development and learning. The trauma of doing poorly at school frequently results in the formation of negative thoughts that can be deep and lasting (Sapolsky, 2004). If left unchanged, a negative self-image can detrimentally impact a child’s life well beyond school.
Math and reading disabilities equally prevalent
Many people assume that the term learning disability refers to a reading disability. One often hears the saying, “A learning problem is a reading problem.” This, however, is not true. Among students classified as learning disabled, arithmetic difficulties are as prevalent as reading problems. McLeod and Crump found that about one-half of students with learning disabilities require supplemental work in mathematics.
In today’s world, mathematical knowledge, reasoning, and skills are also no less important than the ability to read. Whether in science, business, or daily living, we cannot escape the use of numbers. Every job, from the rocket scientist to the sheep herder, requires the use of math! No matter the country you live in, the language you speak, math is an unavoidable and required knowledge.
When extra support is not enough
Around 25 percent of students in a class are likely to struggle with math at some point during their education. Most of the time, these difficulties can be overcome with a little extra support. Sometimes, however, extra classes make little to no difference, as children have difficulty with math at a fundamental level, such as counting, recognizing numbers, forming numbers, understanding money, and telling time. They may also be unable to perform basic mathematics such as adding, subtracting, multiplying, and dividing. Like written language, math is governed by many rules that must be followed to be successful. These children often have difficulty learning and remembering these rules (Franklin, 2018).
The word dyscalculia is often used to described mathematical difficulties of this nature. It is thought that around 6% of the population have dyscalculia, or roughly 1 in 20 people, with girls and boys being affected equally (Hornigold, 2015). Dyscalculia and dyslexia frequently occur together, which means that children with dyscalculia are also likely to have a hard time understanding written directions, examples, and word problems.
According to Franklin (2018) children with dyscalculia are more prone to math anxiety than other children. The catch-22 with math anxiety is that these children are less likely to engage in math-related activities, and therefore they fall farther behind their peers in math skill development. Falling behind exacerbates a child’s level of anxiety, which in turn diminishes his or her desire to engage in mathematics. And so it goes.
Early intervention essential
Early intervention is essential to minimize the impact a learning disability can have on your child. If you recognize that your child is struggling with the spoken or written word, or with mathematics, no matter how old he or she is, you should intervene as soon as possible.
In Part 2 of this article we’ll explore the symptoms of dyscalculia.
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Reading and math made easy –
“We can see her world getting bigger, and we are so happy!”
The whole Edublox system has helped Amy so much with reading and math, but it was hard for us to tell if it was helping her with this hidden, agonizing challenge. It certainly is! Continue Reading
Sandy, mom of Amy, US November 23, 2020
“Carsten is reading 6 and 7 letter words and the most amazing part is he is spelling them as well!”
Now, after working with Susan and the Edublox program for the last 5 months, Carsten is reading 6 and 7 letter words and the most amazing part is he is spelling them as well! AMAZING! I never would have thought he would be spelling words that large so quickly. I asked his school teacher about what she has seen and she told me she’s seen a big difference... Continue Reading
Lisel Nielsen, Utah, US March 12, 2020
Video gallery: Parents and children share their stories on overcoming learning barriers
Watch videos and listen to interviews, covering Edublox clients of all age groups and from all over the world, at various stages of implementation and for various needs: from overcoming reading difficulties to severe dyslexia, dyscalculia, low IQ, et cetera. Continue Reading
Video gallery December 22, 2019
Life-changing: A child with severe dyslexia improves from the 1st to the 55th percentile in reading!
Meet Maddie, a 10-year-old who had been diagnosed with severe dyslexia, moderate dyscalculia, ADHD and low IQ (low 80s). People who had evaluated her said that they had never seen dyslexia as severe as this before. Her parents had been told by more than one professional that Maddie would probably never read... Continue Reading
Kimberly, US May 23, 2019
A dyslexia success story: “I would not have thought it possible four years ago”
As for my daughter, I thought you would like to know that she is in her first year of high school and is in honors English and geometry and AP History. Her elective reading for English was Hemingway and now Homer's Iliad. She got a very good report card this term too. Continue Reading
Beth in Fullerton, US November 13, 2017
“Handwriting is no longer an issue” – Jennifer Gilliland
After thirty hours, I can honestly say his handwriting is no longer an issue. It has become automatic for him to write neatly and legibly, whereas before, his writing varied depending on the day and the amount of effort he was willing to put in to be neat. This has also positively affected his ability to compose a written paragraph... Continue Reading
Jennifer Gilliland, US February 26, 2017
“Now he reads with ease and confidence” – Sheri Browning
As a matter of fact, he enjoys reading so much that it isn’t unusual to see him reading for pleasure now. The first time I heard him say he was “going to bed a little early so he could read before going to sleep” was music to my ears!! Continue Reading
Sheri Browning, US December 19, 2016
“I feel as if part of my daughter’s mind was trapped, and Edublox set her free” – The Adams household
She is now almost an intuitive speller. Really, it's a miracle. Six months ago, her spelling tested at a Kindergarten level, and is now at a 6th grade level. This is just still so amazing to all of us who have struggled with her. Continue Reading
The Adams household in New Mexico December 15, 2016
“In the first 9 weeks of school they have increased over 2 1/2 years” — Nita Brist
Phonics just did not work. Last year they did not improve in their reading level all year. We started Edublox in June and already in the first 9 weeks of school they have increased over 2 1/2 years.... Their spelling has greatly improved and learning new words has become a game, not the dreaded chore it once was. Continue Reading
Nita Brist, Washington State, US December 11, 2016
“His reading age went up by 2 years in less than 6 months” — Jenny, UK
His spelling age improved as well and he also did really well in the end of year exams with his best results in most subjects. Continue Reading
Jenny & Greg, UK December 6, 2016
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References:
Franklin, D. (2018). Helping your child with language-based learning disabilities. Oakland, CA: New Harbinger Publications, Inc.
Hornigold, J. (2015). Dyscalculia pocketbook. Alresford, Hampshire: Teachers’ Pocketbooks.
McLeod, T., Crump, W. (1978). The relationship of visuospatial skills and verbal ability to learning disabilities in mathematics. Journal of Learning Disabilities, 4, 237–241.
Panicker, A., Chelliah, A. (2016). Resilience and stress in children and adolescents with specific learning disability. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 25, 17–23.
Sapolsky, R. M. (2004). Why zebras don’t get ulcers: The acclaimed guide to stress, stress-related diseases, and coping, 3rd ed. New York: St. Martin’s Griffin.