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Dyslexia mainly affects reading and spelling.
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Features include difficulty working with sounds, memory (especially when listening) and verbal processing speed.
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Dyslexia affects people of all abilities and can be thought of as a continuum.
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Other difficulties can occur at the same time as dyslexia including: speech and language, coordination, mental maths, concentration and organisation skills.
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Individuals can be affected differently, showing different strengths and weaknesses.
In 2009 the government published the Rose Review which looked at identifying and teaching young people with dyslexia and literacy difficulties. The above is based on their definition which can be found at www.dcsf.gov.uk/jimroseanddyslexia
What is dyslexia?
What is dyscalculia?
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The core feature of dyscalculia is difficulty with a sense of number. This shows in many ways, some of the key ones being difficulties with subitising (seeing how many there are e.g. of a small group of objects or dots), comparing sizes, and ordering.
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People with dyscalculia will also have a wide range of other mathematics difficulties: understanding of number and numeric relationships is essential to the development of skills in estimation, manipulation of quantities and arithmetic. Arithmetic is the first stage of mathematics teaching, so difficulties in this area are likely to have a negative impact upon subsequent mathematics learning.
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These difficulties should not be able to be explained by other factors e.g. educational history, maths anxiety or a neurological, physical or mental health condition.