Dyscalculia is Nearly as Common as Dyslexia, Yet Schools Struggle to Identify it
Dyscalculia, a learning disability characterized by persistent difficulties in understanding numbers and performing mathematical operations, affects students at rates close to those of dyslexia. However, it remains underidentified and insufficiently supported in schools. According to a new report by the Center on Reinventing Public Education (CRPE), many school districts lack the screening systems, specialist staff, and intervention mechanisms needed to identify dyscalculia at an early stage.
Research suggests that approximately 3% to 7% of children, adolescents, and adults have dyscalculia. Up to 60% of students with dyscalculia may also experience co-occurring learning or developmental challenges, such as dyslexia or attention-deficit/hyperactivity disorder (ADHD).
CRPE emphasizes that dyscalculia is more than simply “struggling with math.” The learning disability is characterized by severe and persistent difficulties in core cognitive processes such as processing numbers, comparing magnitudes, and mentally representing quantities. CRPE also stresses that relying solely on students’ mathematics achievement scores is not sufficient for identifying dyscalculia. Instead, it recommends brief universal screening for all students, followed by more detailed diagnostic assessments for those identified as being at risk. These assessments should examine underlying cognitive processes, including how students understand and process numerical information.