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

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-03-29 DOI:10.1002/jcal.70233

Georgios Polydoros

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引用次数: 0

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.

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研究阅读障碍和计算障碍之间的联系：教学、学习和信息通信技术的整合

阅读障碍和计算障碍是影响数学表现的常见学习障碍。共病加剧了认知和情感挑战，但很少有研究比较互补的ICT工具如何支持不同的学习者概况。目的：研究在整合DragonBox（基于游戏的、概念性的）和Khan Academy（适应性的、框架式的实践）后，患有阅读障碍、计算障碍和合并症的学生在解决问题、数值运算和概念理解方面的变化，并测试合并症组的干预后表现模式是否有所不同。方法对5年级学生进行单组前后定量设计（80例，阅读障碍44例，计算障碍12例，合并症24例）。在前后分别进行了一项12题（三个领域）的并行数学测试。信度：α = 0.85/0.82/0.87；EFA: 3因素解决方案（68%方差）。分析采用Shapiro-Wilk， Levene, Welch’s方差分析和Games-Howell事后分析，配对t检验具有效应量和95% CIs （α = 0.05）。干预：8周，每周2次，每次30分钟，整合DragonBox和Khan Academy。结果各组均有显著改善（配对t； Cohen’s d：阅读障碍= 0.92；计算障碍= 0.90；合并症= 0.85）。随着时间的推移，在所有组中都观察到统计学上显著的改善。干预后比较显示，合并症组的平均值较低（Welch的方差分析；game - howell显著与两个单一诊断组相比）。数值运算的收益超过了概念上的理解。研究结果表明，在信息通信技术支持的干预期间，随着时间的推移，统计上有显著改善。在没有比较条件的情况下，结果应被解释为时间变化，而不是工具的确定因果效应。合并症组表现出较低的干预后平均表现以及有意义的组内收益，强调需要多维支持。结果表明，DragonBox可能支持概念介绍，并有助于减少数学相关焦虑，而可汗学院可能支持通过框架练习巩固算术技能。对于合并症，额外的教学支持可能是有益的，包括明确的策略指导，延长练习时间和个性化反馈，在混合模式中补充而不是取代传统教学。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope