Dyscalculia and dyslexia in school-aged children
Comorbidity, support, and future prospects
Bibliographic Data
| ID | 22166148 |
|---|---|
| Authors | Weifeng Han (0000-0001-5121-8112, Flinders University, corresponding author) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-01-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1515216 |
| OpenAlex | W4406805508 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
The comorbidity of dyscalculia and dyslexia represents a significant challenge in education, affecting a considerable number of school-aged children globally. This Mini Review synthesizes literature from the last decade (2015–2024) to provide an updated perspective on the prevalence, etiology, and educational implications of these co-occurring learning differences. Despite recent advancements in screening, diagnostic, and intervention tools, significant gaps remain in addressing the unique needs of children facing both dyscalculia and dyslexia. This review highlights the limitations of current research, particularly the scarcity of studies focused on culturally and linguistically diverse (CALD) populations and socio-economic disparities and explores the urgent need for more comprehensive, integrated approaches. Future directions include leveraging technological innovations, fostering interdisciplinary collaborations, and adopting neurodiversity-based educational models to support affected learners effectively. Addressing these gaps can foster an inclusive learning environment and improve outcomes for children navigating the complexities of both dyscalculia and dyslexia
Comorbidity · Developmental psychology · Dyscalculia · Dyslexia · Political science · Psychiatry · Cognitive and developmental aspects of mathematical skills · Psychology · Reading and Literacy Development
Enhancing Student Engagement
Why and how academics become interdisciplinary researchers early in their careers
On the necessary co-existence of special and inclusive education
Inclusive education policies – objects of observance, omission, and obfuscation
Thinking and researching inclusive education without a banister – visiting, listening and tact as a foundation for collective research on inclusive education
The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |