Teaching. Reading. Reaching.
Neuhaus Education Center is a 501(c)(3)
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to promoting reading success.

Who should assess for dysgraphia and dyscalculia? Are these considered "related disorders" of dyslexia?

According to Virginia Berninger and Beverly Wolf, in Teaching Students with Dyslexia and Dysgraphia (2009), students with dyslexia sometimes have accompanying problems with handwriting (dysgraphia) and oral and written language disorder (OWL).  Students with OWL might have some of the same instructional needs as students with dyslexia, or they may need something entirely different – language instruction and the building up of general knowledge. Dyscalculia, according to Margaret B. Stern in Judith Birsh’s book Multisensory Teaching of Basic Language Skills (2005), involves difficulty with language concepts and associations, memory and attention. Difficulty with numeracy can sometimes accompany reading problems and be associated with them because of the problems with language.

One way of thinking about achievement difficulties with reading is to focus on WHY a student is not comprehending, whether in text or a math problem. Is it because he/she has difficulty decoding (dyslexia)? Is it because of insufficient oral language or a language processing disorder (OWL)? Or is it both? The most important issue is whether a teacher can articulate why a student is not achieving so that instruction can be adjusted accordingly.