On Jun 15, 2013, at 3:44 PM, Pam <Pamkgm@hotmail.com> wrote:
> Conversely, students with dyslexia, who typically have strong visual-spatial skills, have trouble with arithmetic, but often do well, even very well, in higher levels of math.
What quality is it of arithmetic that would thwart their success wouldn't also thwart their success with equations? I am trying to understand what you mean by "trouble" with arithmetic and why that wouldn't be trouble with the later stuff. I am not saying that someone with dyslexia severe enough to affect arithmetic is unintelligent, but the later stuff has as much algorithm and organization on paper as does arithmetic. Much more in fact.