Though nearly as common as dyslexia, dyscalculia is neither well-known nor well-understood among educators and clinicians. Roughly 5%-7% of students in the United States have this math-based learning disability.1, 2 Still, dyslexia is studied and discussed in scientific journals nearly 14 times more frequently than is dyscalculia.3
In other words, children with developmental dyscalculia are quite likely slipping through the cracks at school and at the doctor’s office. What’s more, our new understanding of dyscalculia suggests that educators and caregivers can detect its symptoms long before a child fails at arithmetic; it is possible to test and improve foundational skills beginning at an early age.
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