How dyslexia students solve number operations is still challenging to unravel. This study aimed at revealing the types of errors conveyed by a dyslexic student in performing fractional operations on mathematical tasks that combined non-verbal text (symbols and pictures) and verbal text. The data were collected using a task-based interview with a 13- year-old dyslexic student that was recorded and focused on the types of errors on fractional operations (addition, subtraction, multiplication, and division). Results depicted that the student overgeneralized whole number operations when adding two fractions with different denominators although she successfully converted the area model of fraction into a correct fraction operation, identified a common denominator but failed to change the fractions into equivalent form when subtracting two mixed fractions, failed to interpret a multiplication word problem into subtraction operation, and applied only part of the "invert and multiply" algorithm on a word problem. The assumption of the phonological disturbances that was found in the student participant's performance was not found consistently in all the given word problem.