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Related Experiment Video

Updated: Jun 13, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Single-digit arithmetic in children with dyslexia.

Bart Boets¹, Bert De Smedt

¹Centre for Parenting, Child Welfare and Disabilities, Katholieke Universiteit Leuven, Leuven, Belgium.

Dyslexia (Chichester, England)

|May 5, 2010

Summary

This summary is machine-generated.

Children with dyslexia struggle with single-digit arithmetic, especially multiplication, due to difficulties in verbal number processing and fact retrieval. This impacts their math performance despite normal general achievement.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Neuroscience of Learning

Background:

Individuals with dyslexia often exhibit challenges in tasks requiring verbal representation manipulation.
Fact retrieval strategies in arithmetic are hypothesized to be particularly difficult for those with dyslexia.

Purpose of the Study:

To investigate arithmetic performance in children with dyslexia, focusing on strategy use.
To examine if dyslexia impacts the reliance on verbal-based fact retrieval in arithmetic.

Main Methods:

Compared 13 children with dyslexia (normal math achievement) to 16 matched controls.
Administered multiplication (retrieval) and subtraction (procedural) tasks.
Analyzed accuracy and reaction times to infer strategy use.

Main Results:

Children with dyslexia were less accurate and slower in single-digit arithmetic, particularly multiplication.
A significant interaction showed controls were faster in multiplication than subtraction, unlike dyslexic children.
This suggests reduced or less efficient retrieval strategy use in multiplication by children with dyslexia.

Conclusions:

Dyslexia is associated with impaired performance in single-digit arithmetic, especially multiplication.
Findings support the hypothesis that dyslexia involves difficulties with the verbal-numerical aspects of arithmetic.
Impaired phonological representations may underlie difficulties with retrieval strategies in children with dyslexia.