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MINI REVIEW article

Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1515216

Dyscalculia and Dyslexia in School-Aged Children: Comorbidity, Support, and Future Prospects

Provisionally accepted
Weifeng Han Weifeng Han *
  • Flinders Educational Futures Research Institute, Flinders University, Bedford Park, Australia

The final, formatted version of the article will be published soon.

    The comorbidity of dyscalculia and dyslexia represents a significant challenge in education, affecting a considerable number of school-aged children globally. This Mini Review synthesises literature from the last decade (2015-2024) to provide an updated perspective on the prevalence, aetiology, and educational implications of these co-occurring learning differences. Despite recent advancements in screening, diagnostic, and intervention tools, significant gaps remain in addressing the unique needs of children facing both dyscalculia and dyslexia. This review highlights the limitations of current research, particularly the scarcity of studies focused on culturally and linguistically diverse (CALD) populations and socio-economic disparities and explores the urgent need for more comprehensive, integrated approaches. Future directions include leveraging technological innovations, fostering interdisciplinary collaborations, and adopting neurodiversity-based educational models to support affected learners effectively. Addressing these gaps can foster an inclusive learning environment and improve outcomes for children navigating the complexities of both dyscalculia and dyslexia.

    Keywords: Dyscalculia, Dyslexia, learning differences, Educational intervention, screening and diagnosis, Culturally and linguistically diverse populations, Inclusive education

    Received: 22 Oct 2024; Accepted: 08 Jan 2025.

    Copyright: © 2025 Han. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Weifeng Han, Flinders Educational Futures Research Institute, Flinders University, Bedford Park, Australia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.