Every Tuesday, we open up one lesson of the Dyslexia Trainer Certification Program here on the blog, all 48 of them, one week at a time. Whether you are a teacher, a parent, or an education professional, this series shows you exactly what certified dyslexia trainers learn, and how the program works from the inside.

This week: A Guide to Dyslexia, Dyscalculia, and Sensory Processing

Two children can show almost identical difficulties in reading or math, for completely different reasons. This lesson teaches the crucial distinctions: primary, biologically based dyslexia and dyscalculia, secondary manifestations that develop when challenges go unsupported, and acquired reading, spelling, or arithmetic differences. Only trainers who recognize these differences can choose the right kind of support, because each one calls for a different approach.

What this lesson is about

Dyslexia and dyscalculia are often misunderstood as uniform conditions, yet in reality they represent complex patterns of perception, attention, cognitive processing, and life circumstances. Trainers frequently encounter children whose learning difficulties look similar on the surface but arise from completely different causes. For this reason, it is essential to understand how primary, biologically based dyslexia differs from secondary dyslexia and how both differ from acquired reading and spelling differences (RSD) or arithmetic differences (AD). Only by recognizing these distinctions can trainers select the correct approach, whether targeted educational training, sensory perception support, or referral to additional specialists.

While primary dyslexia and primary dyscalculia originate from a genetic and sensory-perceptual predisposition, secondary manifestations develop when these challenges go unrecognized and unsupported. Children who repeatedly fail, experience constant frustration, or feel misunderstood often begin to display emotional or behavioral symptoms such as impulsivity, restlessness, aggression, withdrawal, or depression. These reactions are not “bad behavior”, they are natural responses to sustained stress and unmet needs. Trainers must be able to identify early signs of escalation to prevent secondary dyslexia from forming or worsening.

At the same time, many children demonstrate learning problems that are not rooted in genetic predisposition at all, but emerge from physical, psychological, or environmental events such as illness, trauma, divorce, prolonged school absence, or developmental delays. These acquired differences require a different kind of intervention. This lesson provides you with a comprehensive framework to distinguish among all these forms, recognize the role of various sensory perceptions, and understand how reading, writing, and arithmetic difficulties evolve. This foundational knowledge will allow you to make accurate educational assessments and plan individualized, effective support for each child.

What you will learn in Lesson 3

• The difference between primary and secondary dyslexia and dyscalculia
• How acquired reading, spelling, and arithmetic differences fit into the picture
• Behavioral warning signs that point to escalation
• Why the right classification changes the right kind of support

About the Dyslexia Trainer Certification Program

Since 1997, more than 17,000 dyslexia trainers in 64 countries have been certified. The certification gives you more than knowledge: all the tools you need to actually work with dyslexic children are included as well. Worksheets, training programs, assessment materials, everything ready to use in your practice. You get the whole package.

The program is accredited by the American Dyslexia Association (ADA) and follows the training standards of the International Federation of Dyslexia and Dyscalculia Associations (IFDDA).

Catch up and start free

Lesson 1 is free for everyone. Register in a minute and see the program from the inside: dyslexiacertificate.com

You can find all published lessons of this series under the tag Lesson Series.