Learning Disability Evaluations

Customized Assessments for Each Student

Learning Disabilties

Learning Disabilities

Learning disabilities are determined to exist when children have difficulty learning even though they have the cognitive capability and have been in an appropriate educational environment. Dyslexia is the term used when individuals have difficulty learning to read. Dysgraphia is the term used when individuals have difficulty with writing. Dyscalculia is the term used when individuals have difficulty with mathematics.

Dyslexia is the most common learning challenge. Most people with dyslexia have trouble manipulating the basic sounds of speech (phonemes). They often have trouble connecting the speech sound (the /b/ sound) with the letter symbol for that sound (“b”). Difficulties with phonological processing make it hard for people with dyslexia to sound out words. Because of the time it often takes to sound out a word, the meaning of the word is often lost which can result in poor reading comprehension. Trouble with spelling is often found as well, given the difficulties in putting phonemes together to form words. Some children also have difficulty with orthographic processing. Successful readers use visual memory, or orthographic processing, to retain the way words look in print so they can read fluently. They need to sound out words less frequently because they recognize them from previous exposure. Rapid automated naming (RAN) can also be a concern. This is the ability to rapidly retrieve and orally express information stored in long-term memory. Fluent reading depends on a complex set of cognitive processes that must work together in perfect concert.

Early detection of dyslexia is key to remediation. Warning signs, beginning in preschool and kindergarten, include pronunciation or articulation challenges, difficulty rhyming words, problems learning the connection between letters and sounds, letter reversals, inversions, transpositions, difficulty sounding out words, and resistance to reading activities.

Dysgraphia is a learning disability that affects written expression. Children with dysgraphia often struggle with the physical act of writing — their handwriting may be illegible, inconsistent, or effortful — as well as with organizing thoughts on paper. The challenge goes beyond poor penmanship; it involves difficulties with letter formation, spacing, spelling, and translating ideas into written language. Working memory plays a key role, as children with dysgraphia often have trouble holding information in mind while simultaneously managing the mechanics of writing. Tasks that require sustained writing, such as taking notes or completing written assignments, can be particularly overwhelming.

Dysgraphia and dyslexia frequently co-occur and share some underlying challenges, particularly with phonological processing and spelling. Both conditions can make written work effortful and may look similar on the surface — poor spelling, slow output, and avoidance of writing tasks. However, dyslexia primarily affects reading and the ability to decode words, while dysgraphia centers on the production of writing itself. A child may have dyslexia without dysgraphia, dysgraphia without dyslexia, or both together. When both are present, the impact on academic performance can be more pronounced, and a comprehensive evaluation is important to distinguish and address each condition appropriately.

Dyscalculia is a learning disability that affects a person's ability to understand and work with numbers and mathematical concepts. Children with dyscalculia may have difficulty counting, understanding number sense, memorizing math facts, and grasping concepts such as place value, fractions, or measurement. Unlike general math anxiety, dyscalculia reflects a core neurological difference in how the brain processes numerical information. These children may struggle to understand the relationship between a number and the quantity it represents, have difficulty telling time, managing money, or estimating. Dyscalculia is often underidentified compared to dyslexia, yet it can significantly impact daily functioning and academic achievement. Early identification and targeted, structured interventions can make a meaningful difference in helping children build foundational math skills.