Number sense deficits in children with developmental dyscalculia, dyslexia, co-occurring disorder and their typically developing peers

Abstract

The aim of this study was to explore a number sense deficits in children with developmental dyscalculia, dyslexia, co-occurring disorder and their typically developing peers. A non-symbolic quantity comparison task was used in this study to examine whether children with dyscalculia have number sense deficits. Children aged 10–11 years old from nine primary schools in Taif city, Saudi Arabia, were selected to participate in this study. The children were divided into the dyscalculia group (n = 62), the dyslexia group (n = 60), and co-occurring disorder group (n = 65), and the typically developing peers group (n = 100).4 groups (dyscalculia, dyslexia, co-occurring disorder and typically developing peers group) × 2 stimulus ratio (6:7; 8:12). There were significant differences in non-symbolic quantity comparison tasks between children with dyslexia, co-occurring disorder, and typically developing peers. These results indicate that children with dyscalculia do have number sense deficiencies, but number sense deficiencies are not specific to children with dyscalculia.