Specific Learning Disorder

The symptoms of specific learning disorders can vary depending on the type of disorder, the age of the individual, and the severity of the condition. They often become more evident once a child starts school and engages in tasks that challenge their areas of difficulty. Specific learning disorder is categorized into three main types: dyslexia, dysgraphia, and dyscalculia. 

Dyslexia (reading disorder)

Dyslexia is characterized by difficulties with reading and related skills. It is the most common learning disorder, and its symptoms can manifest in various ways. Some symptoms of dyslexia may include:

• Difficulty recognizing and decoding words, often leading to slow, labored reading
• Challenges spelling and writing words correctly
• Struggling to understand the meanings of words and sentences
• Avoidance of reading-related activities or taking a long time to complete reading assignments

Dysgraphia (writing disorder)

Dysgraphia is characterized by difficulties writing. Symptoms of dysgraphia can be seen in a person's handwriting, spelling, and ability to express ideas in writing. Some symptoms of dysgraphia may include:

• Poor or illegible handwriting, with irregularly formed letters and inconsistent spacing between words
• Difficulty with spelling, often omitting or transposing letters in words
• Struggling with organizing thoughts and putting them into written form
• Avoidance of writing-related tasks or taking a long time to complete writing assignments

Dyscalculia (mathematics disorder)

Dyscalculia is characterized by difficulties with mathematical concepts and skills. Symptoms of dyscalculia can be seen in a person's ability to understand and perform calculations and understand mathematical concepts. Some symptoms of dyscalculia may include:

• Difficulty understanding and performing basic arithmetic operations, such as addition, subtraction, multiplication, and division
• Struggling to understand concepts like time, measurement, and estimation
• Difficulty with tasks that require spatial skills, such as reading maps or graphs
• Avoidance of math-related activities or taking a long time to complete math assignments

The symptoms of specific learning disorder can change over time as an individual grows and develops. Some may improve with appropriate intervention, while others may persist into adulthood. One or more of these symptoms do not necessarily mean an individual has specific learning disorder, as other factors could contribute to the difficulties. A comprehensive assessment by a qualified professional can be necessary to determine whether an specific learning disorder is present and to identify appropriate interventions and accommodations.

Specific learning disorders are complex, multifactorial conditions influenced by a combination of genetic, neurological, and environmental factors. The precise causes of specific learning disorders are not fully understood, but research has shed light on some key contributing factors:

Genetic factors

Below are potential genetic factors for specific learning disorders: 

• A family history of learning disorders is a strong predictor of SLD. Studies have shown that children with parents or siblings with learning disorders are likelier to have an SLD.
• Through analysis of 50 genetic markers, researchers have identified that certain genes may be associated with dyslexia and other learning disorders. These genes play a role in brain development and functioning.

Neurological factors

Below are some of the neurological factors that may contribute to a learning disorder: 

• Brain imaging studies have shown differences in brain structure and function in individuals with SLDs. These differences may be present from birth or develop over time.
• Abnormalities in brain regions associated with reading, writing, and math skills have been observed in individuals with SLDs.
• Differences in neural connectivity and activation patterns may contribute to the difficulties experienced by individuals with SLDs.

Environmental factors

Below are potential environmental factors that may impact the development of a learning disorder: 

• Preterm birth, low birth weight, and complications during pregnancy and childbirth have been linked to an increased risk of SLDs.
• Exposure to toxins, such as lead, during early childhood may contribute to learning difficulties.
• A lack of early educational stimulation and poor nutrition can also increase the risk of developing a specific learning disorder.

Specific learning disorders do not result from low intelligence, poor teaching, or a lack of effort. They are neurodevelopmental disorders that affect an individual's ability to learn and perform specific skills. Individuals can often manage their symptoms and succeed with appropriate interventions and accommodations. 

Treatment¹ for specific learning disorders aims to help individuals develop strategies to manage their learning difficulties and improve their academic performance. Early intervention and personalized support are often crucial for achieving the best outcomes.

Medication

While no medication specifically treats SLDs, some individuals may benefit from medication to manage co-occurring conditions such as attention-deficit hyperactivity disorder (ADHD)² or anxiety. Medications for attention-deficit/hyperactivity disorder may improve concentration, reduce hyperactivity, or help manage symptoms of anxiety that could interfere with learning.

Consult a medical doctor before starting, changing, or stopping a medication for any condition. The information in this article is not a replacement for medical advice or diagnosis.³

Other treatment options

Below are other treatment options that may be helpful when treating specific learning disorders: 

• Assistive technology: Various tools are available to support individuals with SLDs, such as text-to-speech software, audiobooks, voice recognition software, and calculators. These tools can help individuals work more efficiently and independently.
• Accommodations: Students with SLDs may be eligible for accommodations in the classroom or during standardized testing. These accommodations may include extended time, a quiet testing environment, or assistive technology.

Specific learning disorders self-care

Below are forms of self-care that may be beneficial when attempting to improve academic or professional performance, as well as overall mental health: 

• Regular practice: Regularly practicing reading, writing, or math skills may improve these areas. Individuals with SLDs can work with their therapists or teachers to develop a practice routine that suits their needs.
• Time management and organization: Learning to manage time effectively and stay organized can be vital for individuals with SLDs struggling with these skills. Using calendars, planners, and checklists can be helpful.
• Support and self-advocacy: Open communication and self-advocacy is often crucial for individuals with SLDs. They can be encouraged to ask for help and advocate for their needs in the classroom or workplace.
• Stress management and relaxation techniques: Living with an SLD can be stressful, so it may be helpful to learn stress management techniques like deep breathing, meditation, or exercise. These strategies can help individuals relax and improve their focus.

Treatment for specific learning disorders is ongoing and may be adjusted as the individual's needs change. Finding a combination of strategies that works for the individual and helps them reach their full potential can be crucial.

Therapy can play a pivotal role in helping individuals with specific learning disorders overcome their difficulties. Online therapy platforms can make it easier for individuals to find the support they need while allowing for flexibility and convenience. Platforms like BetterHelp connect individuals with licensed therapists who can provide personalized strategies and support for managing specific learning disorder. Clients can attend phone, video, or live chat sessions from home. 

In addition to therapy, resources are available to help individuals with specific learning disorders and their families. Below are several reputable resources:

• US Department of Education: The Department of Education provides information on the rights of students with disabilities and how schools can support them through the Office of Special Education and Rehabilitative Services.
• National Center for Learning Disabilities (NCLD): The NCLD provides resources, advocacy, and support for individuals with learning disabilities and their families.
• Learning Disabilities Association of America (LDA): The LDA offers information, resources, and support for individuals with learning disabilities.
• Understood.org: Understood is a non-profit organization that provides resources, expert advice, and a community for parents of children with learning and attention issues.
• International Dyslexia Association (IDA): The IDA offers information and resources for individuals with dyslexia, a specific learning disability that can be treated.
• Council for Exceptional Children (CEC): The CEC is dedicated to improving the educational success of children with disabilities.

Support groups for specific learning disorders

Support groups and parent networks can also be a valuable resource for those with specific learning disorders. These groups offer the opportunity to connect with others in similar situations and share experiences, tips, and strategies. Some communities have parent networks or support groups for individuals with learning disabilities. Local libraries, schools, universities, hospitals, and community centers may also provide additional resources. 

Recent research has contributed significantly to society’s understanding of the causes and treatment of specific learning disorders (SLDs), including dyslexia. 

One finding comes from molecular genetic research conducted over the past two decades. Studies suggest that dyslexia, a common form of specific learning disorder, is highly heritable, with approximately 70% of cases being genetically related. A study involving 724 twin pairs demonstrated that genetic factors are linked to dyslexia symptoms above the typical identification threshold. This research implies that dyslexia is a polygenic neurodevelopmental disorder influenced by multiple genes rather than a single factor.

Another avenue of research has explored the effectiveness of cognitive interventions for children with neurodevelopmental disorders, including specific learning disorder. These children often experience challenges in cognitive development and can benefit from early interventions tailored to their specific needs. Studies have shown that children with neurodevelopmental disorders receiving early cognitive treatments significantly improve adaptive behavior⁴ and task participation. This evidence indicates that timely and appropriate cognitive interventions can positively impact children's prognosis and quality of life with specific learning disorder. 

These studies provide valuable insights into the underlying causes and potential treatments for specific learning disorders. While research is ongoing, the findings are promising and suggest that early intervention can significantly improve outcomes for individuals with specific learning disorder. 

Below are several statistics on specific learning disorders:

• Specific learning disorders affect approximately 5% to 15% of school-age children in the US. This data indicates that millions of children experience difficulties in reading, writing, or mathematics due to SLDs.
• The proportion of students receiving support for specific learning disorders under the Individuals with Disabilities Education Act (IDEA) was more significant for females, at 42%, compared to males, at 30%.
• Dyslexia, a specific type of SLD affecting reading skills, is estimated to affect up to one in five people, making it one of the most common learning disabilities.
• Early intervention can significantly improve reading skills for children at risk of dyslexia. A meta-analysis revealed that educational support provided in kindergarten or first grade can help up to 70% of these children become proficient readers.

These statistics indicate the prevalence of specific learning disorders in the US and the potential for individuals to succeed with early intervention. Additionally, the prevalence of specific learning disorders across genders may suggest that additional research into gender-specific treatments would be beneficial.

Specific Learning Disorder Support