Dyslexia and Math: A Diagnostic and Prescriptive Perspective
Labels like dyslexia and dyscalculia may garner services, but do not define these services. Understanding the dynamics behind the label, as well as the neurodivergent individual's constellation of cognitive metrics is essential to develop an effective educational plan of action.
Dehaene's Triple Code Model will be used to describe the basis for our ability to count and process numerosity. The acquisition of numeracy involves the dynamic interaction between quantities, symbols, and the language used to represent them. The ability to connect quantities with their spoken and written labels predicts the development of arithmetic skills. When complexity increases within the academic context of math, other individual-specific cognitive factors can become the limiting factor in acquiring numeracy. Examples of these factors along with some diagnostic-prescriptive therapies will be presented.