The nature of order processing deficits in developmental dyscalculia: The influences of familiarity and the count-list

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Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature but rather specific to certain kinds of sequences. One proposal by Slipenkyj and colleagues (2025) is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the ascending-consecutive count-list. However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance such as sequence familiarity.

Rote drill is out, explicit instruction is in

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Rote drill is out, explicit instruction is in, especially for dyscalculia. Concrete, pictorial, abstract methods build real numeracy. For FASD, context is key – generalization requires reteaching routines.

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What is dyscalculia

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See his channel HERE

Bitesize Guides

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Our Bitesize Guides were created to make complex conditions and differences easier to understand for parents, educators, and the wider community.

Whether you’re a parent looking for answers, a teacher wanting to better support a child in your classroom, or a school seeking helpful resources to share with families, these guides provide clear, practical information in an easy-to-read format. Covering
what is?, signs of, how it feels for the child, supporting a child at home/at school, UK assessment route and key takeaway.

See more HERE

Making sense of decimal place value

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Do the learners you teach struggle with decimal place value? Check out this video, in the link below, with Dr Fiona Campbell with loads of amazing tips to help decode decimals for learners with dyscalculia!