Investigating the Link Between Dyslexia and Dyscalculia: Teaching, Learning, and <scp>ICT</scp> Integration

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.