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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

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Related Experiment Video

Updated: Nov 10, 2025

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

External evaluations for dyslexia: do the data support parent concerns?

Timothy N Odegard¹, Tamera Hutchings², Emily A Farris²

¹Middle Tennessee State University, Murfreesboro, TN, USA. tim.odegard@mtsu.edu.

Annals of Dyslexia

|April 1, 2021

Summary

Many children with reading difficulties, even with school support, show dyslexia characteristics. Early identification and intervention are crucial for improving reading skills and academic success.

Keywords:

Dyslexia identification Dyslexia laws Parent advocacy

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Area of Science:

Education
Psychology
Linguistics

Background:

Parental advocacy has driven dyslexia legislation across the U.S.
Many children struggle with reading, prompting concerns about school-based identification.
Current reading support systems may not adequately address dyslexia.

Purpose of the Study:

To characterize the reading profiles of children referred for dyslexia assessment.
To examine reading skills in relation to instructional support intensity.
To highlight the challenges in identifying and supporting students with reading disabilities.

Main Methods:

Assessed 71 children with reading disabilities at a specialized center.
Utilized norm-referenced assessments for print literacy skills.
Employed curriculum-based measures for oral reading fluency.

Main Results:

Children showed similar print literacy deficits regardless of support intensity.
A majority of students receiving only Tier 1 instruction exhibited dyslexia characteristics.
Significant numbers of students performed below benchmark in oral reading fluency.

Conclusions:

Reading deficits persist in children despite varying levels of school-based support.
Dyslexia may be underidentified and inadequately supported in early education tiers.
Systemic issues likely contribute to widespread reading struggles in the state's student population.