Dyscalculia and dyslexia together: goals and supports
By the IEP Atlas editorial teamLast updated
Short answer
Dyscalculia and dyslexia often occur together. When they do, reading problems make word problems and math vocabulary harder, and weak number sense makes calculation slow. The IEP should test reading and math separately, write goals for each, and separate math skill from reading load: read word problems aloud on math tests, and teach number sense and facts directly.
A student who struggles with both reading and math often gets described as "low across the board." That label hides two separate learning disabilities that need two kinds of teaching. Dyslexia affects reading words. Dyscalculia affects understanding numbers, quantities and math facts. When a student has both, each one makes the other look worse, and the IEP has to pull them apart.
This page follows one fictional student through a year and lists the supports and rules that apply. For eligibility in general, see the guide to IEPs for specific learning disabilities and ADHD.
How the two interact
| Task | What dyslexia adds | What dyscalculia adds |
|---|---|---|
| Word problems | Cannot read the problem accurately | Cannot picture the quantities or choose the operation |
| Math facts | Trouble retrieving the verbal fact ("seven times eight") | Weak sense of what the numbers mean; counts on fingers |
| Math vocabulary | Trouble reading "denominator," "perimeter" | Trouble linking the word to the concept |
| Multi-step problems | Loses place in written steps | Loses track of the quantities |
| Tests | Reading load hides math skill | Speed demands hide understanding |
The first job of the evaluation is to separate these. Give a math test read aloud and a math test the student reads alone. If the scores differ a lot, reading is lowering the math score. If both are low, the math difficulty is real on its own.
Scenario: Leo, grade 5
The student and numbers are fictional.
September 15. Leo has an IEP for a specific learning disability in basic reading skills. His math grade is 54%. His teacher assumes it is the reading.
September 22 to October 10. The case manager runs short probes. Leo reads 61 words correct per minute on grade 5 passages, well below his peers. On a 2-minute mixed addition and subtraction facts probe, he gets 11 digits correct per minute, and he counts on his fingers for most facts. On 8 one-step word problems read aloud to him, he solves 3. On the same problems read by himself, he solves 1.
October 14. The data show two things. Reading aloud helped (1 to 3 correct), so dyslexia is part of the problem. But even with the reading removed, Leo solved only 3 of 8 and his facts are very slow. The team asks for parent consent to evaluate math.
November 20. The evaluation finds a specific learning disability in math calculation and math problem solving, alongside the reading disability. His number sense scores are low; he cannot reliably tell which of two numbers is larger when they are close together, such as 47 and 74.
December 2. The team revises the IEP:
- Math calculation goal: "On 2-minute mixed addition and subtraction probes, Leo will write 30 digits correct per minute on 3 consecutive weekly probes."
- Math problem solving goal: "Given one-step word problems read aloud, Leo will draw a diagram and solve 7 of 8 correctly on 3 of 4 weekly probes."
- Reading goals stay in place for decoding and fluency.
- Services: math intervention with number sense and fact strategies, 30 minutes, 4 days a week, plus the existing reading intervention.
- Accommodations: word problems read aloud on math tests and assignments; a facts chart during problem-solving tasks (not during fact fluency probes); math vocabulary cards with pictures.
March 10. Facts: 24 digits correct per minute. Word problems: 6 of 8 with diagrams. Reading: 78 words correct per minute. Leo's math grade is 71%.
The read-aloud accommodation did not replace math instruction. It made sure the math tests measured math.
Goals for both
Keep reading goals and math goals separate, each with its own measure.
| Area | Example goal | Measure |
|---|---|---|
| Decoding | Reads 27 of 30 multisyllable words on a decoding list | Weekly decoding probe |
| Reading fluency | Reads 95 words correct per minute on grade 5 passages | Biweekly oral reading fluency |
| Number sense | Compares two 2-digit numbers correctly in 19 of 20 items within 1 minute | Weekly probe |
| Math facts | Writes 30 digits correct per minute on mixed facts | Weekly 2-minute probe |
| Word problems | Solves 7 of 8 one-step problems read aloud, with a diagram | Weekly probe |
| Math vocabulary | Matches 18 of 20 math terms to a picture or example | Unit check |
More templates: the dyscalculia goal bank, the dyslexia goal bank, and the guides to IEP goals for dyslexia and math fact fluency goals. Measure fact fluency with digits correct per minute.
Supports that help with both
- Read-aloud for math. Word problems and directions read aloud, by an adult or text-to-speech, so reading does not block math.
- Visual and concrete models. Number lines, base-ten blocks and drawings help number sense and lower the reading load.
- Explicit vocabulary teaching. Math words taught with a picture and an example, not only a definition to read.
- Fewer problems, same skill. 10 problems that show the skill instead of 30 that show stamina.
- Worked examples. A solved model next to the practice problems.
The concrete, representational, abstract approach and schema-based instruction for word problems are two methods teams use for the math side. The What Works Clearinghouse guide on math intervention recommends explicit instruction, visual representations and regular time on fact fluency for struggling students.[4] For the reading side, the guide on dyslexia accommodations lists supports for content classes.
Rules at a glance, and where states differ
| Topic | Federal floor | Where states differ |
|---|---|---|
| Eligibility areas | SLD may be found in basic reading, fluency, comprehension, math calculation and math problem solving, among others[2] | States set the method for identifying SLD, such as response to intervention or a pattern of strengths and weaknesses |
| Dyslexia named in the law | Listed as an example of SLD in the federal definition[1] | Many states have dyslexia laws on screening, teacher training or intervention |
| Dyscalculia named in the law | Not named; addressed under math SLD areas | Check state guidance; most address math needs through the SLD areas |
| Read-aloud on state math tests | Students with disabilities get appropriate accommodations on state tests[3] | Each state's accommodation manual lists what is allowed and when |
| Calculator use on state tests | Set by each state | Some states limit calculators on certain sections |
| Read-aloud on state reading tests | Set by each state | Often restricted on sections that measure decoding |
Check your state's assessment accommodations manual before writing testing accommodations into the IEP. The National Center on Educational Outcomes tracks state accommodation policies.[5]
For families
If your child struggles with both reading and math, ask the school to test both. Ask, "Did you test math with the problems read aloud and without?" That one question often shows whether reading is hiding a math difficulty, or the other way around. The parent guide to dyslexia IEPs explains what to look for in the reading part of the plan.
Frequently asked questions
How common is it to have both dyscalculia and dyslexia?
It is common enough that schools should check for both when a student struggles in reading and math. If a student with dyslexia is still struggling in math when problems are read aloud, ask for a math evaluation.
Should math word problems be read aloud for a student with dyslexia?
Often, yes, when the goal is to measure math rather than reading. Read-aloud separates math skill from reading load. Check your state's testing manual for when read-aloud is allowed on state tests.
Does dyscalculia qualify for an IEP?
It can. The federal rules do not use the word, but math calculation and math problem solving are areas in which a specific learning disability can be found. A student who needs special education in math can get math goals and services.
Use it in IEP Atlas
- IEP goals for dyslexia
- IEP goals for dyscalculia
- Dyslexia in the IEP glossary
- Dyscalculia in the IEP glossary
- Number sense in the IEP glossary
Related guides
- IEPs for specific learning disabilities and ADHD: goals, supports, eligibility
- IEP goals for dyslexia: 20 examples by reading skill
- IEP for dyslexia: an example and what to ask for
- IEP examples for learning disabilities
- Dyslexia accommodations in the classroom and on tests
- IEP goals for high school students with dyslexia
Sources
- 34 CFR §300.8: Child with a disability, Legal Information Institute, Cornell Law School
- 34 CFR §300.309: Determining the existence of a specific learning disability, U.S. Department of Education (IDEA website)
- 34 CFR §300.160: Participation in assessments, Legal Information Institute, Cornell Law School
- Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, What Works Clearinghouse, Institute of Education Sciences
- National Center on Educational Outcomes (NCEO), National Center on Educational Outcomes, University of Minnesota
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.