17.

1. Thousands of British schoolchildren are to be tested for dyscalculia, a “number blindness” condition which is increasingly being cited as the reason many youngsters are failing at maths. Scientists believe that up to six percent of the population, the equivalent of nearly two children in every classroom, suffers from the little-known genetic disorder, which is related to dyslexia, or “word blindness”, which hampers some children’s ability to read.

2. Educationists fear that dyscalculic children are falling behind in mathematics because teachers are not aware that he condition exists. Class teachers may be particularly confused by the student whose consistent underachievement seems due to what may look like carelessness or lack of effort. These children can be made to feel very different from their peers simply because they may be unable to follow simple instructions, which for others seem easy. A dyslexic or dyscalculic child who finds the acquisition of skills difficult can also suffer a lot of anguish and trauma when he or she feels mentally abused by other children because of this learning difficulty. Maths has its own language, and this can baffle children who are not dyslexic as far as mding is concerned. Whilst some dyslexic students are good at maths, it has been estimated that around 90% of dyslexic children have problems in at least some areas of maths. General mathematical terminology words need to be clearly understood before they can be used in calculation, e.g. add, plus, sum of, increase and total all describe a single mathematical process. Dyslexic and dyscalculic students may have special difficulties with aspects of maths that require many steps or place a heavy load on the short-term memory, e.g. long division or algebra.

3. Dyscalculia was first discovered in 1919 by Swedish neurologist Salomon Henschen. He found that it was possible for a person to have impaired mathematical abilities that did not affect intelligence in general. Children with otherwise perfectly normal achievements at school subjects were found to have a baffling problem grasping even the simplest mathematical concepts. Dyscalculia sufferers are often unable to understand mathematical concepts as simple as, 2 + 2 = 4. Other related difficulties could be with visual/perceptual skills, directional confusion, sequencing, word skills and memory. It is thought that they are born lacking the ability to understand different numbers and the relationships between them.

4. In an attempt to identify possible sufferers, preliminary tests are to be introduced in schools across Britain in September this year as part of research into dyscalculia backed by the Department for Education and Skills. The tests have been devised by Professor Brian Butterworth, a professor of cognitive neuropsychology at University College London, in cooperation with the British Dyslexia Association. The condition is far less widely recognised than dyslexia.
Prof Butterworth said. Although many people have both conditions, it is possible to have good language and literacy skills but still be “number blind”.

5. According to Butterworth, the tests involve a series of simple maths questions, including counting dots on a computer screen, or comparing two sets of images and indicating which is the larger. Children will be graded according to the time they take to answer the questions, with different response times expected for various groups. The tests this year, which will involve children at all school ages, are being seen as the first step towards a national screening programme. “Dyscalculia is a big problem that is only just being recognised,” said Butterworth. “My own guess is that it is rather like color blindness; there will be ways of working round it, but there won’t be a cure as such.”

Adapted from an article in the Daily Telegrap

Questions 1—4
The paragraphs in the reading passage are numbered 1—5. Below is a list of paragraph headings, labeled A —I. For each question 1—4, select the most suitable paragraph heading from the list and write your answers A —I in the spaces numbered 1 —4 on your answer sheet. The first one has been done for you as an example.
There are more he lings than you will need, so you won ‘t use them all.

Example Answer
Paragraph 1 F

1. Paragraph 2
2. Paragraph 3
3. Paragraph 4
4. Paragraph 5

List of Headings

A. Seeking a cure
B. The content of he tests
C. Dyscalculia and dyslexia
D. First discovered in Sweden
E. Government supports testing
F. The phenomenon of “number blindness”
G. Even intelligent children can be dyscalculic
H. Classroom problems
I. The special needs of dyscalculic children

Answer: 1-C, 2-G, 3-E, 4-B

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