Learning disorders, previously called academic skills disorders, affect 2 percent to 10 percent of individuals. About 5 percent of children in the public school system are identified as having a learning disorder, which can result in secondary problems related to self-esteem. According to the American Psychiatric Association, the drop-out rate for children and adolescents with a learning disorder is about 1.5 times the national average. A psychologist or licensed clinical social worker can diagnose learning disorders. If you are concerned about a possible learning disorder, ask the professionals at your child’s school for referrals for testing.
Reading Disorders
Reading disorders are defined by achievement levels that fall significantly below what would be expected given chronological age and intellectual level. Typically, an achievement level that is five years below a child’s chronological age indicates a significant difference. Problem areas can include reading accuracy, speed or comprehension and must be assessed using a standardized test. Dyslexia falls under this type of disorder and is characterized by distortions in reading that are noticeable when the child reads aloud as well as slow comprehension. Distortions commonly include mixing up words or letters.
Mathematics Disorder
Mathematics disorder is characterized by math achievement that falls significantly below what is expected given the child’s age and intellectual level. Problematic areas can include mathematical calculation or reasoning. Mathematics disorder can cause impairments in a number of areas that include linguistic math skills, such as understanding how to translate word problems into math equations; perceptual skills, including recognizing mathematical symbols and their meaning; attention skills, for example, correctly copying numbers and signs; and mathematical skills, including counting, multiplication tables or following a mathematical sequence.
Disorder of Written Expression.
A disorder of written expression is also diagnosed by achievement that falls substantially below ability. This disorder includes persistent and age inappropriate grammatical errors, punctuation errors, inability to organize and compose written ideas, poor paragraph construction, multiple spelling errors, and excessively poor handwriting. Typically, this disorder is not diagnosed based on spelling or handwriting alone and is not diagnosed until after first grade. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM), less information is known about this disorder compared with reading or mathematics disorders, and there have been few studies on the long-term prognosis or effects of this disorder into adulthood.
About this Author
Dr. Elizabeth Halper obtained her B.A. from Bryn Mawr College and her M.A. and Ph.D. from Gallaudet University. Areas of interest include the deaf community, research, and psychological assessment. Dr. Halper has publications in the “Behavior Analyst Today,” “The Gallaudet Chronicle of Psychology,” and at LIVESTRONG.
