Specific learning disorders (SLD) are neurobiological conditions that affect the ability to learn specific academic skills — reading, writing, spelling, arithmetic — persistently and disproportionately relative to chronological age, intelligence and instruction received.
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Learning
Specific learning disorders: a complete clinical guide for families
In this section:
Types of specific learning disorders
| Disorder | Area affected | Prevalence | Main sign |
|---|---|---|---|
| Dyslexia | Reading: decoding, fluency, comprehension | 5-10% | Slow, inaccurate reading requiring great effort despite adequate instruction |
| Dyscalculia | Mathematics: number sense, operations, reasoning | 3-6% | Difficulty understanding numbers and numerical relationships; persistent calculation errors |
| Dysgraphia | Writing: spelling, grammar, text organisation | 5-10% | Illegible handwriting, poor spelling, difficulty organising ideas in writing |
| Dyspraxia / DCD | Motor coordination: fine and gross | 5-6% | Difficulty learning motor skills, illegible handwriting, general clumsiness |
Neurobiological bases: why the brain learns differently
Neuroscience has established that learning disorders are neurobiological conditions, not lack of effort. fMRI studies consistently show in dyslexia a hypoactivation of the left temporoparietal region and the occipitotemporal region during reading tasks. Effective intervention produces observable changes in the activation of these regions.
Comorbidity: disorders that appear together
~40%
Of children with dyslexia have comorbid ADHD
~50%
Of children with dyslexia also have dyspraxia or coordination difficulties
~60%
Of children with dyscalculia have comorbid dyslexia or ADHD
Interventions: what works (and what doesn't)
What works: Explicit, systematic and multisensory instruction; early and intensive interventions; technology as compensation; school context adaptation; emotional support.
What does NOT work (despite being widespread): Repeating the same failed method expecting different results; coloured overlays (no evidence for dyslexia); "brain movement" therapies; homework make-up as punishment without specific support.
Frequently asked questions
They are not "cured" in the sense of completely eliminating the neurobiological condition. What does change with appropriate intervention is the capacity to compensate for difficulties and access academic content effectively. Many adults with learning disorders are highly functional in their professional lives — with the right tools and adaptations.
The formal route is requesting a psychoeducational assessment from the school's educational psychology service (SENCO/SEN coordinator). They can issue a statement recognising the child's specific needs and guiding curriculum adaptations. A private neuropsychological assessment can complement and accelerate this process.
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