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In 1989 Siegel and Ryan found that people with dyscalculia showing their weak performance only in the fields of arithmetic and mathematical fields such as counting and adding of numerical things but not in the fields of non-numeric. On the other hand that found the spatial working memory and some aspects of central executive function were poorer in the dyscalculic people.

Moreover, in2002 temple and Sherwood tested dyscalculic people and controls on forward and backward digit span, word span and corsi blocks (a non-verbal test of working memory). This study reveals there is no difference between groups and no correlation between the working memory measures and arithmetic ability measures.

SUBTYPING DYSCALCULIA;The study of developmental dyscalculia has evolved to its new division of approaching to identify dyscalculic subtypes according to the presence or absence of other disorders, in an attempt to highlight the underlying processes that are contributing to the co-morbidity of the disorders. One of the things that we should note is the important correlate of mathematic disability is reading disability. It is estimated that at about 40% who is suffering from the dyslexics also have dyscalculic problems with learning difficulties in mathematics. The one of the most common ways of dyscalculic sub typing is according to whether or not they have a co-morbid reading disability.

The conditions that have been associated with dyscalculia are stated below.

attention deficit hyperactivity disorder (ADHD) (Badian, 1983;Rosenberg, 1989; Shalev, Manor and Gross-Tsur, 1997);

poor handeye co-ordination (Siegel and Feldman, 1983);

poor memory for non-verbal material (Fletcher, 1985);

poor social skills (Rourke, 1989)

In 1993 shalev and gross-tsur examined a group of seven people with developmental dyscalculia and not responding to intervention. All the group of seven people were suffering from additional neurological conditions, up to dyslexia starting from petit mal seizures and is mentioned as ADHD.

DEFICITS OF DYSCALCULIA;

Phonological processing in dyslexia

In the main case studies of dyslexia phonological processing takes an important role compare to other disorders like sensor motor disorder. This survey was again confirmed by the recent survey shows the 100 percent of samples for dyslexia was affected. This survey had an argument is that theory of phonological processing was the tautology compare it as an explanation. That phonology and the reading of the dyslexia are the two sides of the same coin. That means this awareness was explained more by the reading skill. If the phonological deficit was Leeds to a problem along with the phoneme awareness.

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