Learning Evaluations for Children

Commonly known as “dyslexia,” “dysgraphia,” or “dyscalculia,” learning disabilities refer to difficulties in reading, writing, or math. These challenges are not caused by low intelligence; in fact, they commonly occur in children with average or above average intellectual abilities. They also seem to be genetic, meaning learning disabilities often run in families. As many as 10% of school-age children are believed to be impacted by a learning disability.

If left undiagnosed and unaddressed, the effects of a learning disability may continue into adulthood, where they can impede educational and vocational success and possibly damage self-esteem and relationships. Learning disabilities are very often associated with dislike of school, anxiety, depression, and conduct problems or “oppositional” behavior.

Learning disabilities include specific struggles in reading (dyslexia), writing (dysgraphia), and mathematics (dyscalculia). Many of these skills deficits overlap with each other, as well as with other disorders or difficulties such as ADHD, processing or language disorders, or autism. A learning disability only refers to the disparity between an individual’s intellectual ability and his/her academic skills.

Signs and symptoms of a possible learning disability can include the following:

• Difficulty with pronunciation, rhyming, or connecting letters and sounds
• Letter reversals, inversions, transpositions
• Substituting or skipping words when reading aloud
• Trouble naming familiar people or objects (mom vs dad)
• Confusing directions (left vs right)
• Difficulty sounding out words (or mixing up sounds)
• Having trouble remembering sequences or following multi-step directions
• Capitalizing certain letters in writing (e.g., Bs and Ds)
• Opposition to or disinterest in reading
• Slow reading
• Trouble forming, spacing, and writing letters in a straight line
• Difficulty holding a pencil
• Unclear, messy, or labored writing
• Problems with grammar
• Skipping letters
• Problems with written expression or conceptual writing
•  Understanding quantities or concepts
• Connecting numbers and words (e.g., 10 and ten)
• Estimating time, speed, or distance
• Trouble remembering math facts (e.g., multiplication table)
• Counting money or making change

Any school-aged student who struggles with reading, writing, or math, or who experiences the “signs and symptoms” listed above, is an appropriate candidate for a learning disability evaluation. Typically (but not always), these students are performing below grade-level or expectations. They may display poor effort, dislike of school, failure to turn in work, confusion about assignments or homework, and desire to stay home from school. Frequently, these problems are accompanied by anxiety, depression, and what looks like “oppositional” behavior or seeming detached from work or grades. 

Learning evaluations at Individual Matters are appropriate for students who display specific struggles in reading, writing, or math that are not easily explained by other factors. They may not be ideal for children who also exhibit overlapping attentional, emotional, or behavioral concerns. If scores or test behavior indicate another area of concern (e.g., ADHD or autism), this will be identified in the report and explained at the feedback. In such cases, additional, follow-up evaluation may be recommended.

One myth is that parents should wait to evaluate their child’s learning and academic skills until they are 9 or 10 years old. This is not true. A child’s cognitive and academic functioning can be measured as young as 5 years. Although many parents are told to “wait and see” by the school, delayed identification of these challenges postpones critical interventions during the formative stages of a child’s learning and development.

Learning disabilities should be evaluated and diagnosed by a clinical psychologist (Psy.D. or Ph.D.).  

A school psychologist does not diagnose a learning disorder. Their role is to support the IEP/504 plan evaluation process and determine whether a K-12 student qualifies for a “learning disability” according to the criteria of U.S. special education law. 

Educational consultants and specialists may offer screenings for “dyslexia,” “dysgraphia,” and “dyscalculia,” but they do not diagnose learning disorders or disabilities. While these screenings and assessments can provide information about your student’s learning and highlight potential problems, they may not be legally or clinically useful for obtaining school-based services or accommodations.

Learning disabilities are evaluated by a clinical psychologist through standardized assessment of cognitive functioning (IQ) and academic achievement, parent questionnaires, and review of history and records.  Children who meet clinical criteria are diagnosed with a specific learning disorder. A learning disorder should never be diagnosed solely from checklists or screeners.

A learning disorder is a type of neurodevelopmental disorder in the Diagnostic Statistician’s Manual (DSM) and can only be diagnosed by a clinical psychologist. Criteria for this diagnosis are that the learning difficulties emerge in childhood, include academic skills that are weaker than expected given an individual’s age, and cannot be attributed to other conditions (e.g., intellectual disability, visual or motor impairment, emotional disturbance, or environmental, cultural, or economic disadvantage).

A school-based identification of learning disability is not a clinical diagnosis; it is based solely on how the child is performing and behaving in the classroom. “Learning disability” is a legal term in U.S. special education law that establishes eligibility for a K-12 student to receive special education services.

If you are concerned that your child is struggling with reading, writing, or math (or displays advanced abilities or learning), a good first step is to consult with a clinical psychologist who specializes in learning disabilities testing. This consultation should clarify the evaluation purpose and process, outline the scope and cost, and identify goals and potential outcomes. You should feel comfortable with the provider, understand their philosophy about child development and learning, and clearly understand the evaluation process and associated costs. This is also the time to ask questions. If you don’t feel good after the consultation, consider shopping around for other providers and options. 

Treatment and intervention for a learning disorder is unique for each child – this is why individualized evaluation is so important. Every child’s cognitive and academic profile is one-of-a-kind, just like their fingerprints.  When the process begins with a quality evaluation, you can be sure you are on the right track to helping your child.