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Investigating the Link between Dyslexia and Dyscalculia: Teaching, Learning, and ICT Integration

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Title: Investigating the Link between Dyslexia and Dyscalculia: Teaching, Learning, and ICT Integration
Language: English
Authors: Georgios Polydoros (ORCID 0000-0002-0924-5923)
Source: Journal of Computer Assisted Learning. 2026 42(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Dyslexia, Learning Disabilities, Comorbidity, Information Technology, Computer Mediated Communication, Technology Uses in Education, Mathematics Achievement, Problem Solving, Arithmetic, Mathematical Concepts, Intervention, Grade 5, Technology Integration, Mathematics Instruction
DOI: 10.1002/jcal.70233
ISSN: 0266-4909
1365-2729
Abstract: Background: Dyslexia and dyscalculia are prevalent learning disabilities that impair mathematics performance. Comorbidity compounds cognitive and affective challenges, yet few studies compare how complementary ICT tools support distinct learner profiles. Objectives: To examine pre-post changes following the integration of DragonBox (game-based, conceptual) and Khan Academy (adaptive, scaffolded practice) in problem-solving, numerical operations, and conceptual understanding among students with dyslexia, dyscalculia, and comorbidity, and to test whether post-intervention performance patterns differ for the comorbidity group. Methods: Single-group pre-post quantitative design in Grade 5 (N = 80; Dyslexia n = 44; Dyscalculia n = 12; Comorbidity n = 24). A 12-item math test (three domains) with parallel forms was administered pre/post. Reliability: α = 0.85/0.82/0.87; EFA: 3-factor solution (68% variance). Analyses used Shapiro-Wilk, Levene, Welch's ANOVA with Games-Howell post hoc, and paired t-tests with effect sizes and 95% CIs (α = 0.05). Intervention: 8 weeks, two 30-min sessions/week integrating DragonBox and Khan Academy. Results: All groups improved significantly (paired t; Cohen's d: Dyslexia = 0.92; Dyscalculia = 0.90; Comorbidity = 0.85). Statistically significant improvements were observed over time across all groups. Post-intervention comparisons showed lower means for the comorbidity group (Welch's ANOVA; Games-Howell significant vs. both single-diagnosis groups). Numerical operations gains exceeded conceptual understanding. Conclusions: Findings indicate statistically significant improvements over time during the ICT-supported intervention period. In the absence of a comparison condition, results should be interpreted as temporal change rather than definitive causal efficacy of the tools. The comorbidity group showed lower post-intervention mean performance alongside meaningful within-group gains, underscoring the need for multidimensional supports. Implications for Practice: The results suggest that DragonBox may support conceptual introduction and may help reduce mathematics-related anxiety, while Khan Academy may support consolidation of arithmetic skills through scaffolded practice. For comorbidity, additional instructional supports may be beneficial, including explicit strategy instruction, extended practice time, and individualised feedback, within a blended model that complements rather than replaces traditional teaching.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506801
Database: ERIC
FullText Text:
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IllustrationInfo
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  Data: Investigating the Link between Dyslexia and Dyscalculia: Teaching, Learning, and ICT Integration
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Georgios+Polydoros%22">Georgios Polydoros</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0924-5923">0000-0002-0924-5923</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Comorbidity%22">Comorbidity</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/jcal.70233
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Dyslexia and dyscalculia are prevalent learning disabilities that impair mathematics performance. Comorbidity compounds cognitive and affective challenges, yet few studies compare how complementary ICT tools support distinct learner profiles. Objectives: To examine pre-post changes following the integration of DragonBox (game-based, conceptual) and Khan Academy (adaptive, scaffolded practice) in problem-solving, numerical operations, and conceptual understanding among students with dyslexia, dyscalculia, and comorbidity, and to test whether post-intervention performance patterns differ for the comorbidity group. Methods: Single-group pre-post quantitative design in Grade 5 (N = 80; Dyslexia n = 44; Dyscalculia n = 12; Comorbidity n = 24). A 12-item math test (three domains) with parallel forms was administered pre/post. Reliability: α = 0.85/0.82/0.87; EFA: 3-factor solution (68% variance). Analyses used Shapiro-Wilk, Levene, Welch's ANOVA with Games-Howell post hoc, and paired t-tests with effect sizes and 95% CIs (α = 0.05). Intervention: 8 weeks, two 30-min sessions/week integrating DragonBox and Khan Academy. Results: All groups improved significantly (paired t; Cohen's d: Dyslexia = 0.92; Dyscalculia = 0.90; Comorbidity = 0.85). Statistically significant improvements were observed over time across all groups. Post-intervention comparisons showed lower means for the comorbidity group (Welch's ANOVA; Games-Howell significant vs. both single-diagnosis groups). Numerical operations gains exceeded conceptual understanding. Conclusions: Findings indicate statistically significant improvements over time during the ICT-supported intervention period. In the absence of a comparison condition, results should be interpreted as temporal change rather than definitive causal efficacy of the tools. The comorbidity group showed lower post-intervention mean performance alongside meaningful within-group gains, underscoring the need for multidimensional supports. Implications for Practice: The results suggest that DragonBox may support conceptual introduction and may help reduce mathematics-related anxiety, while Khan Academy may support consolidation of arithmetic skills through scaffolded practice. For comorbidity, additional instructional supports may be beneficial, including explicit strategy instruction, extended practice time, and individualised feedback, within a blended model that complements rather than replaces traditional teaching.
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  Data: 2026
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  Data: EJ1506801
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      – Type: doi
        Value: 10.1002/jcal.70233
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Learning Disabilities
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      – SubjectFull: Comorbidity
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      – SubjectFull: Information Technology
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Problem Solving
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      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Intervention
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      – SubjectFull: Grade 5
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      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
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      – TitleFull: Investigating the Link between Dyslexia and Dyscalculia: Teaching, Learning, and ICT Integration
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