Learning disabilities (LD) are very common problems that affect a large number of individuals within the general population. Definitions of "LD" primarily serve the purpose of classifying children for educational reasons, such as for alternative classroom placement and program modifications. There is no one absolute definition of "LD." Learning disability is a generic term, while definitions of "LD" can vary from place to place and can change over time.

Many definitions of LD require the individual to demonstrate a discrepancy between IQ Level and academic achievement. However, many neuropsychological disorders that contribute to reading and other spelling problems are not always associated with IQ-achievement discrepancies. It often takes several years for an IQ-academic achievement difference to emerge. This delays diagnosis and intervention, despite observations that the child does not seem to be learning according to expectation. Similarly, some learning disabilities actually present with deficient social skills, and with specific academic problems usually in arithmetic. These children are often very disorganized as well. Traditional academic definitions of LD often do not easily apply to this group of children.

Therefore, it needs to be understood that learning disabilities are not all the same. Learning problems can nevertheless be described, diagnosed, and treated in specific ways. Some of the types of learning disability include the following:

Reading Disorders
This group of problems is often referred to as dyslexia. One type of dyslexia can be observed when a child is first learning how to read. These children have weaknesses in perceiving, identifying, and remembering letters. The letter "b" can be confused with "d," the letters "g," "p," and "q" can also be confused with each other, etc., while these letter reversals result in difficulties in learning a sight vocabulary.

A second type of dyslexia can be defined as a difficulty in mastering phonics. Children with this type of problem have difficulty in associating written symbols with their sounds, resulting in a disability for developing word decoding skills. It is important to correctly identify these patterns of dyslexia since the ways of treating these two problems are very different.

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Spelling Disorder
Every child with a reading problem also has a spelling problem. However, specific spelling disorder can occur in children who have never experienced a reading problem. Individuals with this difficulty are usually able to spell phonetically, by making words "look" the way they "sound," although they are unable to spell correctly. This type of problem also has its own remediation.

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Mathematics Disorder
In this problem, arithmetic ability is very much below expectation as measured by standardized tests. Individuals with this type of difficulty often demonstrate poor social skills, while they are often described as odd, clumsy, and socially inept. This range of problems often correlates because many of the same non-verbal thinking skills necessary for math are required to understand the non-verbal features of social interactions as well.

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"Executive Function" Disorders
Individuals with these types of problems often have difficulties in planning, in self-monitoring progress towards goals, and in demonstrating non-specific learning difficulties. These types of children are often termed "inattentive," "impulsive," and "disorganized" when described by parents and teachers. Specific remediation techniques include medications coupled with cognitive and behavior modification treatment strategies.

Assessment of Learning Disabilities
While an educational assessment often focuses upon academic achievement levels, a neuropsychological assessment identifies brain-behavior deficiencies that cause or contribute to learning and/or behavioral problems. This type of examination covers a broad range of abilities such as attention, learning, memory, receptive and expressive language, psychomotor and visual-perceptual functions, as well as verbal and non-verbal problem-solving. Academic screening measures are often included. These procedures aid in identifying specific patterns of brain related strengths and weaknesses to assist in remediation planning.

If you have any questions about learning disabilities or their evaluation, please email Dr. Koziol. You may call him at (847) 686-3643. Leave your message on the confidential voice mail system and your call will be answered as soon as possible.

You may also write to:

Leonard F. Koziol, Psy. D.
3800 N. Wilke Road
Suite 160
Arlington Heights, IL 60004

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