Dyscalculia · 1st–2nd Grade
Dyscalculia in 1st & 2nd Grade
First and second grade is when basic math facts should begin to stick and simple arithmetic starts feeling automatic. When numbers still don't make sense, the gap tends to widen with every new concept.
Serving Long Island & Queens, NY
What to look for
What to look for in 1st and 2nd grade
- •Relying on counting fingers long after classmates begin recalling facts from memory
- •Basic addition and subtraction facts that don’t stick despite regular practice
- •Confusion about place value — what each digit in a two-digit number represents
- •Difficulty understanding how addition and subtraction relate to each other
- •Losing track of the steps in simple, multi-step problems
- •Anxiety, tears, or avoidance whenever math work appears
Effortful counting isn’t the concern by itself — it’s counting that never gives way to recall, long after instruction and practice.
Why this stage matters
Why this stage matters
Math is cumulative in a way few other subjects are: each concept assumes the one before it is solid. A child who hasn't developed real number sense can still pass early assessments through memorization, then fall sharply behind when problems require flexible thinking. Identifying the difficulty now, while the material is still concrete, makes intervention far more effective.
More than a MAth test
What a dyscalculia evaluation looks at
The evaluation separates number sense from memory, attention, and language, so instruction targets the real source of the difficulty.
Every evaluation is individualized based on your child’s history, concerns, and profile — never a one-size-fits-all package.
The process
How the evaluation works
Consultation
We discuss concerns, history, and the questions you want answered.
Records review
We review school reports, records, and previous testing.
Testing
Two to three in-person testing sessions, about two hours each.
Interpretation
Dr. Duhning integrates and synthesizes the data.
Report
We meet virtually to review the findings, recommendations, and written report.
Roadmap
You leave knowing what your child needs and what to do next.
Are math facts just not sticking?
An evaluation can show why — and what kind of instruction will work.
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