Specific Learning Disabilities in Children: Signs, Symptoms and Diagnosis

Children grow, learn, and express themselves in wonderfully unique ways. Some are early readers, others express themselves better through art, storytelling, movement, or conversation. But when a child consistently struggles to read, write, spell, or understand certain concepts, even with adequate learning opportunities and support, it could be a sign of a Specific Learning Disability (SLD).

SLDs are not a sign of low intelligence or poor parenting. They are lifelong differences in how a person receives, processes, and expresses certain types of information. Specific learning disabilities in children can affect skills such as reading, written expression, spelling, or mathematics. Early recognition and appropriate support can make a meaningful difference to how a child feels about learning and about themselves.

This video, with input from Remedial Education Specialist Ms Farida Raj, outlines early signs families and educators might notice, the role of professionals, and when to seek support.

What is a Specific Learning Disability (SLD)?

Specific Learning Disability (SLD) refers to difficulties in one or more specific areas of learning, such as reading (dyslexia), writing (dysgraphia), or mathematics (dyscalculia), that are not better explained by factors such as lack of educational opportunity alone.

Children with SLDs may also experience difficulties with areas such as memory, attention, motor coordination, or processing information. These difficulties can affect how they engage with schoolwork.

It is important to remember that a child can have a specific learning disability while having strengths in other areas. For example, a child may have strong verbal skills, creativity, problem-solving abilities, or an excellent memory for topics that interest them.

Early Signs of SLD in Pre-Primary to Primary Years

Before the demands of formal education become more prominent, certain signs of specific learning disabilities might at times show up as difficulties in motor coordination, memory, sequencing, language, or early learning skills. Although many young children occasionally exhibit some of these behaviours, continuous or persistent patterns could indicate the need for further observation.

Some signs to watch for include:

• Wearing shoes on the wrong foot, even after repeated corrections
• Difficulty buttoning a shirt or zipping up a jacket
• Struggling to hold or use a pencil, fork, or crayon
• Bumping into furniture, spilling things often, or seeming “clumsy”
• Forgetting two-step instructions like “pick up your toy and put it on the shelf”
• Avoiding drawing, scribbling, or name-writing activities
• Trouble recalling letters, numbers, days of the week, or rhymes, even with repetition
• Difficulty remembering sequences, such as the order of dressing, brushing teeth, or steps in a story
• Preference for verbal storytelling or imaginary play, but less interest in reading or writing activities

The fact that these signs appear does not mean that the child is lazy or not paying attention; they might just show that the child is having difficulty with some tasks or working through information differently.

It is equally important to remember that there are many possible explanations for these behaviours and that they should not be relied on alone when identifying or diagnosing an SLD.

Signs of SLD in Primary to High School Years

With academic demands growing, the symptoms of SLD in children might become more apparent. The child may then feel frustrated, anxious or withdrawn, particularly when their effort does not correspond to their results.

Signs to look out for include:

• Frequently interchanging similar-looking letters, such as b/d or p/q
• Starting sentences with lowercase letters or using punctuation inconsistently
• Writing that switches randomly between uppercase and lowercase letters.
• Difficulty copying from the board or writing down verbal instructions
• Slower reading speed, skipping words or lines while reading aloud
• Understanding content well when explained verbally but struggling to write it down
• Better verbal expression, using gestures, facial expressions, or drawings to explain ideas
• Difficulty managing time, organising schoolwork, or remembering what to bring

Some children may also struggle with spelling, written expression, number concepts, calculations, or following sequences.

These students often think deeply and feel deeply. They may excel in oral discussions, creativity, problem-solving, or practical activities while finding written work or certain academic tasks more challenging.

The symptoms of specific learning disabilities can vary considerably from one child to another. Therefore, looking at the child’s overall learning pattern is more helpful than focusing on one isolated sign.

What to Do If You Notice These Signs

Every child is unique, and not all signs indicate a learning disability. But if several of these signs appear regularly, especially across different settings such as home, school, and tuition, it may be helpful to speak to a qualified professional.

Please do not attempt to self-diagnose. Instead, reach out to an appropriately qualified professional who can assess the child’s learning profile and needs in a safe, respectful, and evidence-based manner.

Professionals Who Can Help:

• Clinical psychologist: Can conduct psychological and learning assessments and, where appropriately qualified and permitted within their professional scope, assess and diagnose Specific Learning Disability.
• Qualified special educator: Can identify educational difficulties, assess learning needs, and provide appropriate educational support and interventions.
• Dyslexia specialist or therapist: Can provide specialised assessment and intervention for reading-related difficulties, depending on their qualifications and scope of practice.
• Remedial educator: Can design and implement personalised teaching strategies based on the child’s learning needs.
• Occupational therapist: Can assess and support motor, coordination, sensory, and functional difficulties when these are affecting the child’s participation in learning.

Depending on the child’s needs, more than one professional may be involved. A multidisciplinary approach can help families understand both the child’s challenges and strengths. Support groups can also give parents and caregivers a safe space to connect with others, share experiences, and learn from families going through similar journeys.

Assessment should not focus only on what a child finds difficult. It should also help identify their strengths, preferred ways of learning, and the areas where tailored support can be most effective. Connecting with parent support groups alongside professional guidance can help families feel more informed, supported, and confident while navigating their child’s learning journey.

Why Early Support Matters

SLDs do not vanish on their own, but if they are identified in time and the children are given proper support, they can develop strategies which will help them cope with their learning difficulties and gain confidence.

Early support can help a child:

• Build foundational reading, writing, or numeracy skills in ways that work for them.
• Avoid unnecessary labels such as “lazy” or “naughty”
• Receive appropriate accommodations at school, where eligible and applicable.
• Discover their learning preferences and develop self-advocacy skills.
• Build positive attitudes towards learning.
• Reduce shame, frustration, and fear of failure.
• Develop confidence by recognising their strengths.

Early support does not mean pressuring a child to catch up immediately. It means understanding what is getting in the way of learning and providing appropriate support.

Children with SLDs can and do go on to lead fulfilling and successful lives, especially when they feel understood, respected, and supported.

Understanding SLD Diagnosis and Assessment

If you are concerned about your child’s learning, you may wonder how specific learning disabilities are diagnosed. A professional assessment generally looks at the child’s learning difficulties, developmental history, educational experience, cognitive abilities, and academic skills.

The assessment process may include:

• Talking with parents and teachers about the child’s development and learning
• Reviewing schoolwork and educational history
• Assessing reading, writing, spelling, or mathematical skills
• Looking at cognitive and psychological factors where appropriate
• Considering the child’s developmental and learning history
• Identifying strengths as well as areas of difficulty

A diagnosis should not be based on a single behaviour or test result. The professional needs to consider the child’s overall profile and relevant diagnostic criteria.

Parents can make the process easier by keeping copies of school reports, previous assessments, examples of the child’s work, and notes about concerns they have observed.

What Parents and Teachers Can Do While Waiting for an Assessment

Families do not necessarily need to wait for a formal diagnosis before offering supportive learning strategies. Parents and teachers can observe what helps the child learn more comfortably and share this information with the professionals involved.

Helpful approaches may include:

• Breaking instructions into smaller steps
• Giving the child enough time to process information
• Using visual aids and hands-on learning
• Providing opportunities to explain ideas verbally
• Encouraging strengths and interests
• Avoiding comparisons with other children
• Giving clear and positive feedback
• Communicating regularly with teachers and specialists

What we want to do is to understand the child instead of just concentrating on the difficulty.

Conclusion

Recognising the signs and symptoms of specific learning disabilities can help parents and teachers identify when a child may need extra support. However, these signs alone do not confirm an SLD. If learning difficulties with reading, writing, spelling, mathematics, memory, or sequencing continue, speaking with a qualified professional can help you understand the child’s needs, strengths, and suitable support. With the right guidance and educational support, children with SLD can build their skills and find learning methods that work for them.

Nayi Disha supports families with trusted information and guidance on learning disabilities, developmental differences, rights, and available support.

If you have questions about Autism, Down Syndrome, ADHD, or other intellectual disabilities, or have concerns about developmental delays in a child, the Nayi Disha team is here to help. For any questions or queries, the Nayi Disha team is here to help. For any questions or queries, please contact our FREE Helpline at 844-844-8996. You can call or WhatsApp us. Our counsellors speak different languages, including English, Hindi, Malayalam, Gujarati, Marathi, Telugu, and Bengali.

Frequently Asked Questions

What are the signs and symptoms of specific learning disabilities in children?

Signs can vary depending on the type of learning disability. A child may have ongoing difficulty with reading, spelling, writing, understanding numbers, following instructions, remembering information, organising schoolwork, or completing tasks. Some children may also struggle with coordination or expressing their ideas in writing. These signs do not always mean a child has a learning disability. A qualified professional should assess the child to understand the cause of the difficulties.

What are the 7 specific learning disabilities?

Specific learning disabilities (SLDs) can affect different areas of learning. Commonly discussed types include dyslexia (reading), dysgraphia (writing), and dyscalculia (mathematics). Other learning difficulties may affect areas such as language processing, non-verbal learning, or motor coordination. The exact classification can vary between diagnostic systems and educational frameworks, so it is better not to present a fixed list of seven as a universal medical classification.

What are the specific causes of learning disabilities?

There is no single cause of learning disabilities. They are generally linked to differences in how the brain develops and processes information. Genetic factors can play a role, and certain developmental or environmental factors may also contribute. Learning difficulties can sometimes occur alongside other developmental conditions. Poor parenting, laziness, or lack of intelligence do not cause specific learning disabilities.

How is a learning disability diagnosed?

Diagnosis involves a detailed assessment of the child’s learning difficulties, developmental history, strengths, and educational performance. Depending on the concerns, assessment may include reading, writing, mathematics, language, cognitive, and other relevant skills. Parents and teachers may also provide information about the child’s difficulties at home and school. A qualified professional determines whether the difficulties meet the criteria for a specific learning disability and recommends appropriate support.

How to support students with learning disabilities?

Students with learning disabilities benefit from teaching methods that match their individual needs and strengths. Teachers can use clear instructions, visual aids, repetition, hands-on activities, assistive tools, and extra time when needed. A supportive classroom environment, regular encouragement, and reasonable accommodations can also help students learn with greater confidence.

Disclaimer

This information resource is for educational purposes only. For any concerns about your child’s learning, please consult a qualified health practitioner for proper guidance.