Question 1

Why can times tables be difficult for children with dyslexia?

Accepted Answer

Some dyslexic children experience difficulties with sequencing, working memory, retrieval of verbal information, processing written text and automatic recall. Times tables are often taught as a verbal sequence and a written list, which plays directly into the areas that can be harder. Not every dyslexic child experiences the same difficulties, but these are common patterns.

Question 2

What is the best way to teach times tables to a dyslexic child?

Accepted Answer

Start with visual models and understanding rather than verbal repetition. Arrays and grouping let a child see the structure of multiplication before being asked to recall it. Audio support helps children who process spoken information more easily than written. Structured, sequential learning with clear steps helps more than being presented with all the facts at once. And understanding should come before memorisation.

Question 3

Can visual methods help dyslexic children learn multiplication?

Accepted Answer

Yes. Visual and spatial approaches tend to work better than auditory repetition for many dyslexic children. Arrays, groupings, colour-coded patterns and visual models give multiple memory pathways. When a child can see why 6 × 4 is 24, the fact has something to anchor to rather than being a sound pattern to repeat.

Question 4

Can audio support help with times tables and dyslexia?

Accepted Answer

Yes. Some dyslexic children process spoken information more easily than written text. Audio support, read-aloud questions and verbal explanations give those children a route into the learning that does not depend on decoding text. This can reduce the cognitive load of reading and free up working memory for the maths itself.

Question 5

Why might a dyslexic child understand multiplication but struggle to recall facts?

Accepted Answer

Understanding and automatic recall are different skills. A dyslexic child may fully understand what multiplication means but still need more time and varied practice to embed specific facts into automatic retrieval. Sequencing and verbal retrieval can be harder, so facts that are understood in the moment may not be retrieved automatically later without the right kind of practice.

Question 6

Are times tables games useful for children with dyslexia?

Accepted Answer

Yes, when the game uses visual and interactive elements rather than relying on verbal recall alone. Games that require children to apply multiplication facts to make moves combine engagement with practice. They also reduce the feeling of being tested, which helps because stress disproportionately impairs recall for children with dyslexia.

Question 7

How does XMaths Champions support dyslexic learners?

Accepted Answer

Through visual models and arrays in the learning levels, audio and read-aloud support, structured sequential progression, understanding before recall, varied practice across different contexts, and fact-level insight so support can be targeted. The platform does not rely on verbal repetition or written lists as the only route into multiplication.

Helping Maths Make Sense for Dyslexic Learners

How XMaths Champions supports dyslexic learners

Visual models and arrays

Audio and read-aloud support

Related support guides

Maths for Kids with Poor Recall

Maths for Different Learning Styles

Accessible Maths Learning

SENCO Tools for SEND Maths Support

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Questions parents ask

Give your child a route that works