Psychoeducational Evaluations

What are Specific Learning Disorders (SLDs)? 

Specific Learning Disorders (SLDs) are neurodevelopmental disorders that affect the brain’s ability to receive, process, store, respond to, and communicate information. SLDs can impact a person’s ability to read, write, spell, reason, recall, or organize information if left to figure things out by themselves or taught in conventional ways. These challenges are specific and can vary widely among individuals but do not reflect an overall lack of intelligence or desire to learn. Rather, people with SLDs may require different approaches to learning. With the right strategies and supports, individuals with learning disorders can achieve academic and life success. Common types of SLDs include dyslexia, dyscalculia, and dysgraphia.

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Dyslexia: A specific learning disorder characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Individuals with dyslexia benefit from structured literacy programs that are explicit, systematic, and multisensory.

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Dyscalculia: A specific learning disorder that involves persistent challenges in learning math concepts, performing accurate math calculations, and comprehending math facts and formulas. This can manifest as difficulties with number sense, memory of arithmetic operations, and the practical application of mathematics in everyday life. Intervention and teaching strategies for dyscalculia often involve using visual aids, breaking tasks down into smaller steps, and providing practical, hands-on examples.

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Dysgraphia: A specific learning disorder characterized by difficulties with written expression, which may include problems with handwriting, spelling, and organizing ideas. People with dysgraphia might have illegible handwriting, inconsistent spacing, poor spatial planning on paper, spelling inconsistencies, and difficulty composing writing as well as thinking and writing at the same time. Effective strategies include explicit teaching of writing skills, the use of technological aids like word processors, and adjustments to writing tasks to reduce physical or cognitive overload.