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The Performance of Dyslexic and Control Subjects at Reciting Times Tables

T. R. Miles

University of Bangor pss044@bangor.ac.uk

Abstract

Data will be presented in respect of 132 dyslexics and 132 matched controls between the ages of 7 and 18 years. The figures suggest that learning "times tables" is difficult for any child but that the task presents extra difficulty to those who are dyslexic. An analysis will be presented of the sub-skills required. It will be suggested that the main reasons for dyslexics' distinctive difficulties are (i) their relative weakness at achieving automaticity, (ii) their weakness at holding in mind more than a limited amount of material, and (iii) their weakness at paired associate learning.

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