Neuromyths about dyscalculia and dyslexia among educators in the UK

Abstract

AbstractDyslexia and dyscalculia are two examples of high‐incidence specific learning difficulties (SpLDs) that have similar prevalence and can often co‐occur. It is currently unclear how familiar educators in the UK are with dyscalculia and how this compares to dyslexia and what, if any, neuromyths educators might endorse. The current study examined the awareness and endorsement of neuromyths related to dyscalculia and dyspraxia with 229 educators in the UK. Educators were asked to complete a short online survey that included questions about their awareness of SpLDs and some neuromyths, as well as some background questions. Despite educators being more familiar with dyslexia, they endorsed more neuromyths related to dyslexia than dyscalculia. However, being more familiar with dyslexia and being a maths lead did result in the endorsement of fewer neuromyths. These findings suggest that greater awareness of SpLDs in general might not reduce the endorsements of neuromyths, but that to counter the limited awareness of dyscalculia, educators need information about the cognitive mechanisms of learning in these students.