Can someone Have Both Dyslexia and Dyscalculia?

This is one of the questions I am asked a lot by parents.

The short answer is yes. However, the answer is often more nuanced than many people realise. Some individuals have both dyslexia and dyscalculia, while others have dyslexia alongside a Specific Learning Difficulty (SpLD) in Mathematics. Understanding the difference is important because it helps explain why maths feels difficult and what support is likely to help.

In this article, I'll explain the differences and how these conditions can overlap.

Dyslexia and maths difficulties

Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling. At the core of dyslexia is a difficulty with phonological processing (i.e., in phonological awareness, phonological processing speed or phonological memory). Difficulties with working memory, processing speed and orthographic skills are also common in dyslexia.

It is estimated (BDA, 2026) that 60% of individuals with dyslexia also have difficulties with maths. Difficulties with maths can be due to a variety of factors. Dyslexia itself can contribute to maths difficulties because associated differences in working memory, processing speed and reading comprehension can all affect mathematical learning. If you'd like to learn more about dyslexia, you can read about my Dyslexia Assessment service and what a comprehensive assessment involves.

However, where maths difficulties are more pronounced an individual may be diagnosed with 'dyscalculia' or a 'Specific Learning Difficulty (SpLD) in Mathematics'. Although both are recognised Specific Learning Difficulties in the UK, there are important differences between them.

what is Dyscalculia?

Dyscalculia is thought to affect around 6% of people and it is a persistent and severe difficulty with numerical magnitude processing (understanding quantities and numbers). Individuals with dyscalculia may struggle to order and compare physical quantities and numbers, estimate quantities or use place value.

Eye-level view of a child struggling with reading and numbers

what is a specific learning difficulty (Spld) in mathematics?

A Specific Learning Difficulty in Mathematics is thought to affect around 25% of people and this is more commonly diagnosed than dyscalculia.

Some people may not meet the diagnostic criteria for dyscalculia if they don't have a specific impairment in numerical magnitude processing. However, they may still have equally debilitating difficulty with maths due to other processing difficulties. For example, it may be that maths difficulties stem from impaired language skills, working memory or visual-spatial processing.

Among individuals diagnosed with a Specific Learning Difficulty in Mathematics, the underlying reasons for their mathematical difficulties may differ considerably. Understanding those underlying factors is one of the most valuable outcomes of assessment, as it allows support to be tailored to the individual's specific learning profile. If you'd like to learn more about dyscalculia, you can read about my Dyscalculia Assessment service and what a comprehensive assessment involves.

How do dyslexia, dyscalculia and SpLD in Mathematics differ?

Diagnosis	Underlying cognitive profile	Difficulties a person may experience
Dyslexia	Primarily associated with differences in phonological processing, often alongside weaknesses in working memory, processing speed and executive functioning.	Difficulties with reading, spelling and written language. Mathematics may also be affected because these cognitive differences make it harder to remember methods, understand mathematical language, recall facts and complete multi-step calculations.
Dyscalculia	A primary difficulty understanding, representing and processing numerical magnitude and number relationships. The difficulties are fundamental to understanding mathematics itself.	Persistent and severe difficulties developing number concepts, understanding quantity and place value, estimating, comparing numbers, learning arithmetic facts and carrying out calculations.
SpLD in Mathematics	Underlying cognitive factors may include differences in language, executive functioning (including verbal and visuo-spatial working memory and inhibitory control) and visual-spatial processing.	Persistent difficulties with learning mathematics. Individuals may find it difficult to solve mathematical problems efficiently, apply strategies flexibly, recall procedures, understand mathematical language or complete multi-step calculations. The precise pattern of strengths and difficulties varies between individuals.

Can someone have both dyslexia and dyscalculia?

Although dyslexia, dyscalculia and Specific Learning Difficulty in Mathematics are distinct diagnoses, they can and do occur together.

Perhaps more importantly, two individuals with the same diagnosis may have very different underlying cognitive profiles.

This is why a comprehensive assessment is about much more than assigning a diagnostic label. By understanding why learning feels difficult (whether that relates to language, working memory, executive functioning, visual-spatial processing or number understanding) we can provide recommendations that are tailored to the individual.

When appropriate, I assess both literacy and mathematical learning within the same assessment process. This allows me to build a complete picture of how an individual learns and identify whether difficulties are best explained by dyslexia, dyscalculia, an SpLD in Mathematics, or a combination of these.

Ultimately, the greatest benefit of assessment is not simply receiving a diagnosis, but gaining a deeper understanding of how someone learns and using that understanding to put effective support in place.

You may also find these articles helpful:

• What Happens in a Dyscalculia Assessment?

• At What Age Can Dyslexia Be Diagnosed?

• What Phonological Awareness Really Means

thinking about an assessment?

I provide comprehensive dyslexia and mathematics assessments for children across Berkshire and Oxfordshire, helping families understand not just what the diagnosis is, but why learning is difficult and what support is likely to be most effective.