1.
What are the core criteria for diagnosing Specific Learning Disability (SLD) according to the DSM-5 or
IDEA (2004)?
The DSM-5 and IDEA (2004) share core criteria for diagnosing Specific Learning Disability (SLD), focusing
on significant difficulties in academic skills despite adequate instruction and cognitive abilities.
Specifically, a diagnosis requires persistent challenges in reading, writing, or math, with skills
substantially below what's expected for the individual's age and cognitive abilities, and onset during
school-age years. The DSM-5 also emphasizes the need to rule out other potential causes for the
learning difficulties. Criterion A, Presence of at least one of the following difficulties for at least 6
months, despite targeted interventions: slow or inaccurate word reading, difficulty understanding the
meaning of what is read, difficulty with spelling, difficulty with written expression, difficulty with number
sense, or difficulty with mathematical reasoning. Criterion B, Academic skills (reading, writing, or math)
are substantially below what is expected for the individual's age and cause significant impairment in
academic, occupational, or daily life activities. Criterion C, difficulties began during the school-age years.
Criterion D, the difficulties are not better explained by other conditions like intellectual disability,
sensory or motor disorders, or adverse environmental factors.
2. What do students with SLD experience the common academic challenges in reading, writing, and
mathematics?
Students with Specific Learning Disorders (SLD), like dyslexia and dyscalculia, commonly face significant
challenges in reading, writing, and mathematics. These challenges stem from difficulties in underlying
cognitive processes required for academic success. Reading:, Decoding and Fluency, Students with
dyslexia often struggle with phonological processing, making it difficult to connect letters to sounds and
to read fluently. This can lead to slow, effortful reading and difficulties with spelling. Comprehension,
Beyond decoding, some students with SLD also have trouble understanding what they read, even if they
can decode the words. This can be due to difficulties with vocabulary, background knowledge, or the
ability to infer meaning from text. Writing: Spelling and Grammar:SLD can impact spelling accuracy and
the use of correct grammar and [Link] and Organization: Students with SLD may struggle to
organize their thoughts and express them clearly in writing, resulting in disorganized or unclear written
[Link]: Number Sense and Calculation, Dyscalculia, a math-related SLD, can manifest as
difficulties with number sense, memorizing math facts, and performing calculations. Word Problems and
Concepts, Students with dyscalculia may struggle to understand mathematical concepts presented in
word problems and may have difficulty following sequential steps in problem-solving. Math Anxiety,
Some students with math-related learning disabilities develop anxiety and avoidance behaviors related
to math tasks. In summary, SLD can impact a student's ability to learn in all three core academic areas,
requiring specialized support and accommodations to succeed.
3. What are the key characteristics that distinguish dyslexia, dysgraphia, and dyscalculia from one
another?
Dyslexia, dysgraphia, and dyscalculia are distinct learning disabilities that affect different cognitive
processes. Dyslexia primarily impacts reading and writing, dysgraphia affects handwriting and fine motor
skills related to writing, and dyscalculia involves difficulties with numbers, mathematical concepts, and
numerical reasoning. Here's a more detailed breakdown. Dyslexia, Core Difficulty is trouble processing
language, particularly written language. This can manifest as difficulties with reading fluency, decoding
words, spelling, and sometimes, spoken language comprehension. Impact. Reading, writing, spelling,
and potentially spoken language comprehension and other skills like memory and organization can be
affected. Key Characteristics:Reversing letters or words, difficulty sounding out words, trouble
memorizing sight words, slow reading speed, poor spelling. Dysgraphia:Core Difficulty:Impairment in the
ability to write, including the physical act of writing and the cognitive processes involved in expressing
thoughts through writing. Impact:Handwriting legibility, spelling, grammar, punctuation, and the ability
to organize thoughts on paper. Key Characteristics:Poor handwriting, difficulty with letter formation,
inconsistent letter sizing and spacing, struggle to organize written work, and fatigue after writing tasks.
Dyscalculia:Core Difficulty: Trouble understanding and working with numbers and mathematical
concepts. Impact: Basic arithmetic, number sense, time-telling, using money, and problem-solving
involving numbers. Key Characteristics: Difficulty counting, memorizing math facts, understanding
mathematical concepts, and telling time. In essence:Dyslexia: is a language-based learning disability that
affects reading and [Link]: is a writing-based learning disability that affects handwriting and
written [Link]: is a math-based learning disability that affects numerical reasoning and
mathematical skills.
4. What is the estimated prevalence of SLD in school-age children, and how does it vary across age
groups?
The estimated prevalence of Specific Learning Disorder (SLD) in school-age children is generally between
5% and 15%, according to [Link] and the National Institutes of Health (NIH). This range can vary
based on the specific criteria used for diagnosis and the population studied. While the overall
prevalence is relatively consistent across different languages and cultures, the specific types of SLD (like
dyslexia, dysgraphia, and dyscalculia) can vary in frequency.
Variations Across Age Groups:
Early Childhood:
SLD may be identified as early as preschool, but more formal diagnoses often occur in elementary school
as academic demands increase.
Elementary School:
This is a common period for identification of SLD, particularly reading difficulties (dyslexia).
Middle and High School:
As academic tasks become more complex and writing becomes more important, SLD in written
expression and mathematics may become more apparent.
Adulthood:
SLD is a lifelong condition, though many individuals learn to effectively compensate for their challenges.
Factors Influencing Prevalence:
Definition and Diagnosis:
Variations in diagnostic criteria and methods can lead to different prevalence estimates.
Sample Characteristics:
Studies on specific populations (e.g., different socioeconomic backgrounds, language groups) may find
variations in prevalence.
Comorbidity:
SLD often co-occurs with other conditions like ADHD, which can affect prevalence estimates.
Gender:
While some studies suggest SLD is more common in boys, this is not definitively established.
