learning differences

A learning difference is neurological in origin and affects the processing of information, not cognitive functioning. Children display difficulties with reading, math, written language, oral language skills, organizational and social skills. 

• Dyslexia, a language-based disability that causes difficulty in understanding written words
• Dysgraphia interferes with writing.
• Dyscalculia interferes with calculating mathematical functions.
• Auditory and visual processing disorders, sensory disabilities that cause difficulty in understanding language, despite normal hearing and vision
• Nonverbal learning disabilities, a disorder that originates in the right hemisphere of the brain, cause problems with visual-spatial, intuitive, organizational, evaluative, and holistic processing functions

Additionally, there are other neurodivergent disorders, such as ADHD and Autism, that can impact reading and writing skills. It's important to note that many students may experience comorbidity, which refers to the simultaneous presence of two or more diseases or medical conditions.

Dyslexia is a specific learning disability that is neurological in origin. Children/adults have difficulties with accurate and fluent word recognition and poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected concerning other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.

Dysgraphia is a neurodevelopmental disorder that is a ​distinct and specific disorder affecting handwriting accuracy and fluency.​ Demonstrated by illegible handwriting due to struggles with letter​ formation.​The struggle is caused by deficits in graphomotor function (hand movements​ used for writing), storing and retrieving orthographic codes (letterforms), and creating spelling and written​ expression difficulties.

Dyscalculia is a learning disability in math. People with dyscalculia have trouble with math at many levels. They often struggle with fundamental concepts like bigger vs. smaller. Furthermore, they can have a hard time doing fundamental math problems and more abstract math.

Visual and auditory processing are the processes of recognizing and interpreting information taken in through the senses of sight and sound. "visual and auditory processing" and "visual and auditory perception" are often used interchangeably. Although there are many types of perception, the two most common areas of difficulty involved with a learning disability are visual and auditory perception.

Nonverbal learning disabilities are a neurological condition marked by a collection of academic—and sometimes social—difficulties experienced by average or superior intelligence children. NVLD may include problems drawing, writing, telling time using analog clocks, or otherwise manipulating visual-spatial information. Tasks that require motor coordination, such as tying shoes, may also be impaired. NVLD may also include problems with executive function and higher-order information processing, math, and social skills.

A reading disability is a condition in which a sufferer displays difficulty reading.  

Dyslexia is a specific learning disability that is neurological in origin.  It is 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

• Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).

The alignment of the profile should show deficits present in all 5 areas below in correlation to the definition of dyslexia:

1.Underlying Cause – Deficiency in phonological awareness is most common; other deficits may include difficulty in phonological memory and rapid naming

2. Characteristics – Difficulty reading words in isolation, decoding, oral reading, fluency, and spelling

3. Outcomes – Variable difficulty with reading comprehension, vocabulary and background knowledge, and written composition

4. Unexpected Relation – Unexpected in relation to age, cognitive ability, and response to effective classroom intervention

5. Coexisting Complications or Assets – Complication or assets include level of oral language, attention, handwriting, mathematics, behavior and emotions

No, Dyslexia varies in severity and the impact depends on the effectiveness of reading instruction and/or remediation.

Early Signs of Dyslexia:

- Possible delays in speech development

- Difficulties with pronunciation, such as prolonged use of baby talk 

- Insensitivity to rhyme 

- Difficulty recognizing the sound structure of language 

- Tendency to use vague words 

- Problems with quick word retrieval 

- Challenges with letter recognition 

- Difficulties with sound recognition

While these are highlights, you can review a more comprehensive list of the Signs of dyslexia

There is not a medical cure for dyslexia, early detection and training the brain to read in new ways will greatly reduce the symptoms and provide a path for children to read for a lifetime.

Dysgraphia is a neurodevelopmental disorder that is a ​distinct and specific disorder affecting handwriting accuracy and fluency.​ Demonstrated by illegible handwriting due to struggles with letter​ formation.​The struggle is caused by deficits in graphomotor function (hand movements​ used for writing) and/or​ storing and retrieving orthographic codes (letterforms) and creating spelling and written​ expression difficulties.

• Tight, awkward pencil grip and body position
• Avoiding writing or drawing tasks
• Slow writing output
• Quickly tiring while writing
• Poor understanding of uppercase and lowercase letters
• Trouble forming letter shapes / Incorrect letter formation
• Letter reversals
• Inconsistent size and height of letters
• Inconsistent, irregular spacing between letters or words
• Inability to write or draw in a line or within margins
• Poor alignment​Tight, awkward pencil grip and body position
• Trouble forming letter shapes / Incorrect letter formation
• Variable slant
• Poor alignment

• Make frequent letter reversals - confuse similar graphemes (p/q) (d/b) (g/j) 
• Leave as much space between letters as between words
• Struggles with predictive processing to determine a sequence of actions.
• Has crossed out letters and words
• Makes letters in different ways 
• Difficulty with accurate and fluent copying from the board
• Difficulty recalling correct letter order
• Difficulty recalling high-frequency words
• Relies on phonemic spelling patterns
• Over-reliance on phonetic decoding

• Teach 15-minute daily lessons
• Introduce 1 letter at a time
• Name and writing the letter simultaneously 
• Model each letter as it is practiced
• Sky Writing 
• Display the letter marked with numbered arrows (show order of stroke marks)
• Name and write the letter from memory 
• Daily practice of all learned letters prior to introducing a new letter
• Model and reinforce correct pencil grip and paper position
• Utilize a pencil grip 
• Use Watch your Writing procedures:
• Feet Flat on the floor
• Back Straight
• Paper anchored with non-writing hand
• Paper parallel to writing arm
• Pencil pointed over the shoulder

1. Letters
2. Symbols
3. Words
4. Phrases
5. Sentences 
6. Paragraphs