Dyslexia and Maths: Why Word Problems and Written Methods Can Be Difficult
Updated: Oct 28
A child may explain a maths idea using objects or a drawing, then get stuck on a written question about the same idea. Another may know how to calculate but lose track partway through a method.
Ask which part of the work is difficult before deciding that the child “cannot do maths” or that dyslexia explains the whole problem.
How does maths fit the Delphi definition?
The Delphi definition recognises that dyslexia can affect the acquisition of mathematical skills. Reading and spelling remain central to dyslexia; maths difficulty is not a compulsory feature. Where maths is difficult, investigate the particular demands and the possibility of additional learning needs.
When reading becomes part of the maths problem
A word problem requires the learner to understand written language before deciding what to calculate. Mathematical vocabulary can add another layer: an everyday word may have a precise subject meaning. The British Dyslexia Association identifies language, symbols, facts and procedures among areas that may be difficult in maths learning.
For example, a pupil might read every word in a problem but be unsure what “difference” asks them to find. Another might understand the task once the wording is explained. Ask the teacher whether the difficulty concerns reading the words, understanding the mathematical relationship or choosing a method. Those questions lead to different teaching decisions.
Remembering a fact is different from understanding it
Knowing how to work something out and recalling an answer quickly are different demands. Describe whether your child can explain a relationship, use a known fact or reconstruct a method, even if instant recall is difficult. This helps a teacher see what the learner understands and where practice or an accessible reference might be useful.
Avoid using speed on its own as the measure of success. At a review meeting, you could ask: “Can she show the idea when time pressure is reduced?” or “Does he understand why the method works, even though remembering the steps is difficult?” These are discussion prompts, not tests for identifying a condition.
Keeping track of a written method
A calculation can involve remembering the next step, recording intermediate work and checking symbols or place value. If the learner gets lost, try describing the exact point rather than calling the whole method confusing. Ask whether a worked example, clearer layout or a visible sequence helps them continue more independently.
One useful note might be: “He can explain the first step, but after writing the intermediate answer he needs help finding where to continue.” Keep a sample showing the original layout and note any prompting. That gives the teacher something concrete to review.
Is this the same as dyscalculia?
No. Dyslexia and dyscalculia describe different difficulties and can co-occur. The British Dyslexia Association describes dyscalculia as involving particular difficulty understanding and working with numbers. Maths problems involving quantity, number relationships or place value deserve consideration in their own right, rather than automatically being attributed to dyslexia.
A dyslexia assessment should not be advertised as automatically providing a dyscalculia diagnosis. If maths is a major concern, ask about the assessor’s scope before booking and discuss the need with school. Mark’s service described here is dyslexia assessment; this guide does not introduce a separate maths assessment service.
Questions for a useful school discussion
Bring an example your child could explain and one they found difficult. Ask what changes when the wording, layout, time pressure or amount of help changes. Agree which skill to teach next and how to review it. Strengths elsewhere should be recognised, while any continuing maths need receives its own attention.
Discussing reading and spelling concerns
If reading and spelling are also persistent concerns, you can discuss them during a free introductory call with Mark Trewby. Diagnostic dyslexia assessment costs £400, including a report within seven working days and feedback: online UK ages 11–21, or face-to-face Bournemouth ages 8–21.