How cognitive weakness can affect mathematics learning for dyslexic leaner?

An important proportion of dyslexic students have difficulty-learning maths (T. R. & E. Miles, 1992). Some dyslexic students are held back by surface aspects of numeracy - difficulties in remembering orally encoded maths facts, such as multiplication tables, for example. Others have more severe problems. In students with severe maths learning difficulties: Basic counting development is delayed. Students learn to repeat oral counting sequences later than their peers, and also control the demands of enumerating specific objects later than their peers (Chin & Ashcroft, 1998).

Assessment for diagnoses of the mathematic troubles for dyslexic leaner

There are at least two ways in which a student may be identified for assessment (Chin & Ashcroft 1998). The first is that the education institution recognises the presence of a learning or behaviour problem and asks the student's parents for permission to assess the student individually. The teacher has to identify if the child has scores too far below his or her peers and to present tests in a particular grade.