Teaching strategies for dyslexia and dyscalculia

Effective instruction for learners with dyslexia and dyscalculia relies on evidence-based practices delivered through clear, inclusive classroom practices. This article outlines foundational principles, identification processes, targeted instructional strategies for reading and math, inclusive environments, family engagement, and professional development. It emphasizes how educators can design flexible experiences that meet diverse needs while maintaining high expectations for all students.

Understanding Dyslexia and Dyscalculia

What are dyslexia and dyscalculia?

Dyslexia is a learning difference characterized by persistent difficulties with accurate and fluent word reading, decoding, and spelling, despite typical intelligence and access to instruction. It often stems from differences in phonological processing and letter-sound mapping that affect decoding, word recognition, and reading stamina. Dyscalculia, by contrast, centers on challenges with number sense, quantity concepts, and procedural fluency in mathematics. Learners may struggle to understand numerical relationships, memorize basic facts, or apply strategies to solve problems. Both conditions are neurodevelopmental in nature and can appear in isolation or together.

Prevalence and co-occurring challenges

Dyslexia affects a substantial portion of students across languages and educational contexts, and it frequently co-occurs with other learning differences, attention challenges, and language disorders. Dyscalculia commonly overlaps with dyslexia and can exist alongside executive function demands, working memory limitations, or anxiety related to math tasks. A comprehensive view of a learner’s profile—including literacy, numeracy, attention, and language skills—helps educators tailor supports that address underlying causes rather than only the symptoms. Early identification and ongoing monitoring are crucial for preventing cumulative gaps in achievement.

Core Principles for Teaching

Multisensory Instruction

Multisensory instruction engages multiple pathways to learn and recall information. By combining auditory, visual, and kinesthetic experiences, teachers strengthen memory traces and support students as they connect sounds to letters, or quantities to symbols. For dyslexia, this often means explicit letter-sound relationships paired with speech, movement, and grapheme-phoneme practice. For dyscalculia, multisensory activities help students connect number names, symbols, and quantities through hands-on manipulatives and guided drawing and tracing activities.

Explicit Systematic Instruction

Explicit instruction provides clear objectives, modeling, guided practice, feedback, and repeated opportunities to apply strategies. Systematic sequencing ensures that skills progress logically from simple to complex, with explicit explanations of steps and expectations. This approach supports learners with dyslexia in decoding strategies and readers’ comprehension routines, while helping learners with dyscalculia build foundational concepts such as counting, place value, and arithmetic operations through carefully scaffolded steps.

Scaffolding and retrieval practice

Scaffolding gradually withdraws support as learners gain independence. Retrieval practice strengthens long-term memory by prompting learners to recall information from prior lessons, rather than simply reviewing it. In practice, teachers provide prompts, model problem-solving processes, and offer arranged supports such as graphic organizers, mnemonic devices, or guided prompts. Regular retrieval activities help students consolidate reading and math strategies and support transfer to new contexts.

Assessment and Identification

Screening and diagnostic assessments

Screening identifies students who may need further evaluation, while diagnostic assessments determine specific profile features, such as phonological processing weaknesses or number sense gaps. Schools use validated tools to inform instructional planning and to distinguish learning differences from temporary performance issues. Timely screening helps ensure that interventions begin when students most need them, reducing the risk of long-term achievement gaps.

Progress monitoring and data use

Progress monitoring tracks growth toward targeted goals using frequent, brief assessments. Data inform instructional adjustments, grouping decisions, and resource allocation. When teachers monitor both literacy and numeracy progress, they can differentiate pacing, intensity, and supports based on individual trajectory, ensuring that interventions remain responsive and data-driven rather than reactive.

Differentiating learning differences from other issues

Educators differentiate true learning differences from factors such as lack of exposure, language barriers, or emotional distress. A comprehensive view considers background knowledge, instructional history, language proficiency, attention regulation, and access to assistive supports. Collaboration with specialists, families, and students themselves supports accurate interpretation and appropriate intervention planning.

Instructional Strategies for Dyslexia

Phonemic awareness and phonics

Effective reading instruction for dyslexia emphasizes phonemic awareness—the ability to hear and manipulate sounds in spoken language—and systematic phonics instruction, which connects letters to sounds and builds decoding fluency. Structured routines, decodable texts aligned to taught patterns, and guided decoding practice support gradual mastery. Regular progress checks help identify which sound-symbol mappings require reinforcement.

Reading fluency, comprehension, and vocabulary

Fluent reading combines accuracy, speed, and expression. Explicit practice with strategies such as chunking text, context cues, and explicit instruction in inference and summarization strengthens comprehension. A robust vocabulary program, including tiered word lists, semantic mapping, and word-learning routines, supports both decoding and meaning-making, enabling learners to access more complex texts with greater confidence.

Assistive technology and reading supports

Assistive technology offers powerful supports for dyslexia, such as text-to-speech, adjustable text size and spacing, screenshot readers, and word prediction tools. Access to audiobooks, highlighted texts, and language supports helps learners engage with grade-level content while developing decoding and comprehension skills. Individualized tech choices should respect student preference and align with instructional goals.

Instructional Strategies for Dyscalculia

Building number sense and mental math

Foundational number sense—understanding quantities, counting sequences, and the relationships among numbers—forms the bedrock of successful math learning. Activities that emphasize estimation, counting patterns, decomposing numbers, and comparing magnitudes help students build intuitive understandings that translate to more efficient calculation and problem-solving.

Concrete–Representational–Abstract (CRA) approach

The CRA framework supports learners by moving from concrete manipulatives to pictorial representations and finally abstract symbols. This progression grounds complex concepts such as place value, arithmetic operations, and fractions in tangible experiences, making it easier for students to connect with mathematical ideas and retain them over time.

Visual models and language in math

Visual models—arrays, number lines, ten-frames, and bar models—clarify numerical relationships and problem structures. Pairing precise mathematical language with these models helps students articulate strategies, explain reasoning, and develop metacognitive awareness about their thinking processes in math tasks.

Inclusive Practices and Classroom Environment

Universal Design for Learning (UDL)

UDL advocates for flexible instructional materials and methods that accommodate diverse learners from the outset. By providing multiple means of representation, engagement, and expression, teachers remove barriers to learning and empower students to demonstrate understanding in varied ways. UDL encourages proactive planning for accessibility and equity in every lesson.

Differentiation and flexible grouping

Flexible grouping allows students to work with peers at similar skill levels or with complementary strengths. Differentiation tailors content, process, and product to learner needs, enabling targeted support for decoding, fluency, math reasoning, or problem-solving. Ongoing assessment informs grouping decisions, ensuring groups remain productive and inclusive.

Accessible materials and pacing

Accessible texts, manipulatives, and visuals should be available to all students. Pacing that accommodates varied processing speeds reduces frustration and promotes mastery. Regular opportunities to revisit challenging concepts at reduced or extended timelines help ensure that learners build competence without undue pressure.

Collaboration and Family Engagement

IEPs/504 Plans and goal setting

Individualized Education Programs (IEPs) and 504 Plans formalize goals, accommodations, and supports for students with dyslexia or dyscalculia. Effective plans include measurable targets, clear timelines, and roles for teachers, specialists, families, and students. Regular review of progress ensures plans stay aligned with evolving needs and school expectations.

Home–school communication and family involvement

Ongoing communication with families reinforces strategies used at school and supports practice at home. Sharing progress data, home activities, and expectations for assistive tools helps families participate actively in their child’s learning journey. Culturally responsive practices and accessible communication formats enhance engagement and equity.

Tools, Resources, and Professional Development

Technology tools and apps for literacy and numeracy

Digital tools can support decoding, fluency, vocabulary, and math reasoning. Apps that provide structured phonics practice, adaptive reading levels, sentence-level annotations, and visual math models can supplement instruction. When selecting tools, teachers prioritize evidence-based features, user-friendly interfaces, and alignment with classroom goals.

Professional development and collaboration for teachers

Continued training in dyslexia and dyscalculia, assessment literacy, and inclusive practices strengthens teachers’ capacity to support diverse learners. Collaboration across grade levels and specialist teams facilitates shared planning, observation, and feedback, enabling consistent application of effective strategies across classrooms.

Assessment literacy and data-informed planning

Educators who understand assessment design, interpretation, and data use can link results to specific instructional actions. Regular data teams or collaborative reviews help translate information into targeted interventions, pacing adjustments, and resource allocation that address both literacy and numeracy needs.

Trusted Source Insight

Key takeaway from UNESCO’s approach to inclusive education

UNESCO emphasizes inclusive, equitable quality education for all, with teacher preparation, flexible assessment, and adaptable materials as core supports for diverse learners, including those with reading and math differences. A focus on universal design for learning, data-informed progress monitoring, and closing achievement gaps guides effective, scalable practices in schools. https://www.unesco.org

Trusted Source Insight

Note: This section reflects UNESCO’s emphasis on inclusive, equitable education and teacher training as foundations for supporting diverse learners, including those with dyslexia and dyscalculia.

In line with UNESCO’s guidance, the emphasis is on building inclusive systems where teachers are equipped to design accessible curricula, implement evidence-based strategies, and monitor progress with reliable data. This approach supports not only students with dyslexia and dyscalculia but all learners who benefit from flexible, high-quality education. By prioritizing universal design, teacher collaboration, and family engagement, schools work toward reducing achievement gaps and ensuring success for every student.

Trusted Source: https://www.unesco.org