Specific Learning Difficulties

In 2013, the DSM-5* changed the diagnostic criteria for Specific Learning Disorder (SLD) to combine all three learning disorders (reading, mathematics, and written expression) into one overarching diagnosis. Specific learning disorders (often referred to as a learning disorder or learning disability, see note on terminology) are neurodevelopmental disorders that are typically diagnosed in early school-aged children, although may not be recognized until adulthood. They are characterized by a persistent impairment in at least one of three major areas: reading, written expression, and/or math.

Please click the enclosed link here which gives you all the information you need to know before you directly contact us. 

Once you have read the above and are interested in our services, you can contact us at hello@codex-360.com or on What’s App on 00353874412226. Many thanks 

An estimated 5 to 15% of school-age children struggle with a learning disability

An estimated 80% of those with learning disorders have an impairment in reading in particular (commonly referred to as dyslexia). Dyslexia is common, affecting 20% of the population. Dyslexia affects males and females equally. Specific learning disorder often occurs along with other neurodevelopmental disorders (such as ADHD) and with anxiety.

Specific skills that may be affected include word reading accuracy, spelling, grammar, or calculation. In addition, fluency in reading and mathematics may be noted. Difficulties with these skills often cause problems in learning subjects such as history, math, science and social studies and may impact everyday activities and social interactions.

Learning disorders are categorized as mild, moderate and severe. Accommodation and support services align with the severity to facilitate a person’s most effective functioning.

Learning disorders, if not recognized and managed, can cause problems throughout a person’s life beyond having lower academic achievement. These problems include increased risk of greater psychological distress, poorer overall mental health, unemployment, underemployment and dropping out of school.

A note on terminology: Specific learning disorder is a medical term used for a clinical diagnosis. It is often referred to as “learning disorder.” “Learning disability” is a term used by both the educational and legal systems. Though learning disability is not exactly synonymous with specific learning disorder, someone with a diagnosis of specific learning disorder can expect to meet criteria for a learning disability and have the legal status of a federally recognized disability to qualify for accommodations and services in school. The term “learning difference” is a term that has gained popularity, especially when speaking with children about their difficulties, as it does not label them as “disordered.”

To be diagnosed with a specific learning disorder (SLD), a person must meet four criteria.

1. Have difficulties in at least one of the following areas for at least six months despite targeted help:
   • Difficulty reading (e.g., inaccurate, slow and only with much effort).
   • Difficulty understanding the meaning of what is read.
   • Difficulty with spelling.
   • Difficulty with written expression (e.g., problems with grammar, punctuation or organization).
   • Difficulty understanding number concepts, number facts or calculation.
   • Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems).
2. Have academic skills that are substantially below what is expected for the child’s age and cause problems in school, work or everyday activities.
   • This criterion requires  academic skill challenges to be based on standardized achievement measures and “comprehensive clinical assessment.”
3. The difficulties start during school-age even if some people don’t experience significant problems until adulthood (when academic, work and day-to-day demands are greater).
4. Learning difficulties are not due to other conditions, such as intellectual disability, vision or hearing problems, a neurological condition (e.g., pediatric stroke), adverse conditions such as economic or environmental disadvantage, lack of instruction, or difficulties speaking/understanding the language.

A diagnosis is made through a combination of observation, interviews, family history and school reports. Neuropsychological testing may be used to help find the best way to help the individual with specific learning disorder. For individuals over age 17, a documented history of learning impairment may be substituted for the standardized assessment.

The merging of three separate learning disorders into one diagnostic category under Specific Learning Disorder (SLD) in the DSM-5 required three different specifiers to identify the area(s) of academic weakness:

1. With impairment in reading (dyslexia)
2. With impairment in written expression (dysgraphia)
3. With impairment in mathematics (dyscalculia)

Dyslexia

The specifier “with impairment in reading” is added to the SLD diagnosis when a person demonstrates significant impairment in one or more of the reading subskills including word reading accuracy, reading rate or fluency, and/or reading comprehension. Dyslexia may be used as an alternative term that refers to problems with word reading fluency or word reading accuracy, decoding, and spelling.

Problems in reading may begin even before learning to read. For example, children with dyslexia may have trouble with breaking down spoken words into syllables and / or recognizing words that rhyme. People with dyslexia often have difficulty connecting letters they see on a page with the sounds they make. As a result, reading becomes slow and effortful and is not a fluent process for them. People with dyslexia may also have difficulty with writing accuracy and spelling.

Adolescents and adults with dyslexia often try to avoid activities that involve reading when they can (reading for pleasure, reading instructions). They often gravitate to other media such as pictures, video, or audio.

Important to Note 

Dyslexia and Learning Disabilities: Research indicates higher occurrences of immune and autoimmune irregularities in individuals with neurodevelopmental learning variations, where inflammation further strains compromised neural pathways for language processing

Dysgraphia

An impairment in writing skills is assigned to the specifier “with impairment in written expression” and refers to those children with impaired spelling and problems with writing that can include difficulties with accuracy, grammar, and punctuation accuracy, and/or clarity or organization of written expression. Problems in reading may begin even before children learns to read. For example, children may have trouble breaking down spoken words into syllables and recognizing words that rhyme. Dysgraphia is the term used to describe difficulties with putting one’s thoughts on to paper. Kindergarten-age children with impairment in written expression may not be able to recognize and write letters as well as their peers.

Dyscalculia

The third SLD specifier “with impairment in mathematics” is for individuals who demonstrate significantly below average skills in number sense, memorization of arithmetic facts, accurate or fluent calculation, and/or accurate math reasoning. The term “dyscalculia” is used to describe difficulties with learning number number-related concepts, with processing numerical information, with learning arithmetic facts or with using the symbols and functions to perform accurate or fluent math calculations. 

Severity Levels

In addition to specifying the domain of learning disorder, the degree of severity should also be indicated in the SLD diagnosis. There are three levels of SLD severity.

• Mild: Some difficulties with learning in one or two academic areas, but may be able to compensate with appropriate accommodations or support services.
• Moderate: Significant difficulties with learning, requiring some specialized teaching and some accommodations or supportive services may be needed in school, in the workplace, or at home for activities to be completed accurately and efficiently.
• Severe: Severe difficulties with learning, affecting several academic areas and requiring ongoing intensive specialized teaching for most of the school years. Even with accommodations, an individual with a severe SLD may not be able to perform academic tasks with efficiency.

Infant Brain Development is a complex, rapidly progressing process that shapes the foundations of cognitive, sensory, motor, and socio-emotional function. Neonatal Brain Development begins prenatally and accelerates significantly after birth, with the first years of life characterised by extensive synaptogenesis, neuroplasticity, and dynamic structural growth. Understanding these early processes is essential for advancing research, clinical practice, and innovation across disciplines concerned with infant neurodevelopment and Child Brain Development.

From birth to approximately age seven, the brain undergoes several key developmental stages. These include the rapid formation of neural connections, refinement of sensory pathways, myelination, and the establishment of core cognitive and behavioural circuits. This period features heightened plasticity and multiple critical windows during which environmental exposures exert strong influence on emerging neural architecture.

Early experiences—including sensory input, social interactions, nutrition, and environmental stability—shape synaptic development and functional brain organisation. Nutrition, including the availability of essential fatty acids, micronutrients, and substrates that support the gut–brain axis, contributes importantly to the biochemical and structural processes underlying neurodevelopment. Increasing research also highlights the interconnected role of the infant microbiome in modulating immune signalling, metabolic pathways, and neurodevelopmental outcomes. Professionals across healthcare, academic, and industry sectors have growing interest in identifying determinants of optimal early brain development, establishing biomarkers of neurodevelopmental risk, and defining strategies to support evidence-based early-life interventions. Investigating these factors offers valuable insight into mechanisms that contribute to lifelong learning, cognitive resilience, and developmental health.