Prevalence of Specific Learning Disorders (SLD) Among Children in India: A Systematic Review and Meta-Analysis

Area of Science:

• Pediatrics
• Educational Psychology
• Public Health

Background:

• Specific learning disorders (SLD) encompass difficulties in reading, writing, and arithmetic, crucial for academic success.
• A significant gap exists in systematic reviews focusing on the prevalence of SLD specifically within the Indian child population.
• This study addresses the need to estimate the prevalence of SLD in Indian children.

Purpose of the Study:

• To systematically review and estimate the pooled prevalence of specific learning disorders (SLD) in Indian children.
• To identify the diagnostic tools used in the assessment of SLD in the Indian context.

Main Methods:

• A systematic literature search was conducted across major electronic databases (MEDLINE, Embase, PsycINFO, CINAHL).
• Eligibility of full-text articles was independently assessed by two authors, with a third author performing a reassessment.
• The pooled prevalence of SLD was calculated using a random-effects model based on data from eligible studies.

Main Results:

• The systematic review included six studies, encompassing diagnostic screening of 8,133 children.
• The random-effects meta-analysis revealed an overall pooled prevalence of SLD in India at 8% (95% Confidence Interval: 4-11%).
• The National Institute of Mental Health and Neurosciences (NIMHANS)-SLD index and the Grade Level Assessment Device (GLAD) were identified as diagnostic tools.

Conclusions:

• The findings indicate that approximately 8% of children up to 19 years of age in India are affected by SLD.
• There is a notable scarcity of high-quality, population-based epidemiological studies on SLD in India.
• The development of standardized assessment tools, sensitive to India's cultural diversity, and large-scale population surveys are crucial for accurate diagnosis and intervention.