I am frequently asked by parents if Dyslexia On Demand provides math assistance for their dyslexic children in addition to our core language therapy programs. To answer this, it helps to look at how we define the condition. Dyslexia refers to a cluster of neurological symptoms that primarily result in specific language-based difficulties, particularly with phonological processing, accurate reading, fluent decoding, spelling, and written expression. Because our specialized clinical therapy strictly targets these literacy components, our direct services are focused entirely on language.
All that being said, dyslexic individuals tend to show distinct commonalities in other areas regarding how they think, organize, and process abstract information. Anatomical studies and functional brain imagery show clear structural variations in the way the brain of a dyslexic individual develops and handles sequential data. Dyslexia is never a reflection of low intelligence or a lack of motivation to learn. Instead, it is a processing difference. When traditional educational environments rely heavily on language-heavy instruction to teach numeric concepts, children with these processing profiles encounter distinct barriers.
This crossover is exactly why families often ask: does dyslexia affect math performance? While reading and arithmetic are taught as separate subjects in school, the brain relies on overlapping cognitive systems to manage both letters and numbers. If a student struggles to rapidly name letters or recall arbitrary phonics rules, they will likely experience a parallel frustration when trying to rapidly recall math facts, sequence operational steps, or decode written word problems.
Even though it is widely accepted that children with dyslexia learn reading differently, this same understanding is rarely applied to math class. Most school curricula teach math through heavy verbal explanations, rote memorization, and repetitive worksheets. For a child with a language-based learning difference, this approach creates an immediate roadblock. Sometimes, even the most well-intentioned classroom teacher simply does not have the specific tools needed to reach a student who processes information differently.
To bypass this barrier, math instruction must change from a speech-based lecture into a visual and physical experience. This is not just a creative teaching style; it is grounded in brain science. By engaging multiple senses at the same time, we can create stronger neural pathways for mathematical concepts.
Fortunately, an elite educator and Certified Academic Language Therapist (CALT) named Marilyn Zecher recognized this exact need. She took the core, evidence-based principles of the Orton-Gillingham approach, the very same multisensory methods we use to teach reading and applied them to mathematics. While this highly specialized programming is unfortunately rare in standard public schools, it provides the exact breakthrough struggling learners need.
In simple terms, a multisensory approach uses concrete, physical objects (called manipulatives) to teach mathematical concepts. Instead of just looking at numbers on a flat page or listening to a teacher explain a rule, children use their hands and eyes to build the math problem.
Instructors guide students through a proven three-step journey:
This hands-on work is vital because research shows that input through multiple senses is much stronger than using just one sense alone. By involving more areas of the brain in the learning process, we help the child build a stronger, more permanent memory of the concept.
When children receive this type of explicit instruction in foundational concepts, they do not just learn how to follow a checklist of steps to pass a test. They actually understand how numbers interact. This deep understanding makes it much easier for them to apply their knowledge to harder topics later on, like word problems and fractions, and it helps them retain the material over the school year.
Because the team at Dyslexia On Demand focuses exclusively on language and literacy remediation, we do not deliver math therapy directly. We believe in sticking to what we do best, which is providing the highest level of academic language therapy. However, we know that your child’s needs do not stop at reading and writing.
When families need help with arithmetic, we highly recommend connecting with specialists who apply these exact multisensory principles to numbers. You do not want a standard tutor who will just help your child finish tonight’s homework assignment. You want a specialist who understands how to rebuild foundational math concepts from the ground up.
We love the work being done by Adrianne Meldrum and her staff at Made for Math. They are an independent company delivering this exact type of structured, multisensory instruction virtually, and they have an established track record of success. Their methods are research-based, advocated by the National Council of Teachers of Mathematics (NCTM), and designed specifically for students who learn differently.
If you want to explore these strategies further or see this teaching style in action, we recommend checking out these resources:
©2026 Dyslexia On Demand. All Rights Reserved.
