Understanding Specific Learning Disorders
A Specific Learning Disorder (SLD) is a neurodevelopmental condition that affects how a person learns and processes information about reading, writing, or mathematics. It’s not caused by low intelligence, laziness, or poor parenting. At this stage, there is no definitive cause to explain SLD but it is likely that a combination of genetic, developmental, and environmental factors may contribute to it. Many people with SLD are intelligent, creative, and capable but their brain processes information differently. The difficulties are usually ongoing and can make school, work, or everyday tasks much harder to manage.
3 Main Specific Learning Disorders
Dyslexia (impairment in reading) affects reading accuracy, fluency, spelling, and decoding words e.g.
Slow or effortful reading
Guessing or skipping words while reading
Difficulty sounding out unfamiliar words
Poor or frequent spelling mistakes
Difficulty understanding or remembering what was read
Re-reading sentences multiple times to understand them
Avoiding reading tasks
Reading fatigue
Mixing up letters, sounds, or word order
Difficulty following written instructions
Difficulty taking notes while listening
Dysgraphia (impairment in writing) affects writing, spelling, grammar, handwriting, and organising thoughts on paper e.g.
Messy, inconsistent, or hard-to-read handwriting
Difficulty organising ideas clearly on paper
Frequent spelling or grammar mistakes
Writing much less than expected for age
Trouble spacing words or letters correctly
Avoiding written tasks due to frustration or fatigue
Difficulty forming clear sentence structures
Forgetting ideas midway through writing
Strong verbal ideas that are difficult to express in written form
Dyscalculia (impairment with mathematics) affects understanding numbers, calculations, and mathematical reasoning e.g.
Difficulty learning times tables
Trouble understanding number value
Counting on fingers long after peers stop
Confusion with math symbols or procedures
Losing track during calculations
Difficulty solving worded maths problems
Reading analogue clocks
Calculating time differences
Understanding how long something will take
Struggling with concepts like ‘quarter past’ or ‘half past’
Diagnostic Criteria (DSM-5)
According to the Diagnostic and Statistical Manual of Mental Disorders (5th Edition; DSM-5), a SLD may be diagnosed when:
Learning difficulties have continued for at least 6 months
Difficulties continue even after extra support or help has been provided. This may include extra learning support, tutoring, school adjustments, or learning interventions.
Reading, writing, or maths skills are much lower than expected for the person’s age
Difficulties begin during school years
Difficulties are not better explained by other factors
Learning challenges are not mainly caused by intellectual disability, vision or hearing problems, lack of education opportunities, language barriers, neurological conditions, or mental health difficulties alone.
A formal diagnosis usually involves standardised testing, developmental history, school information, and evidence that appropriate intervention or learning support has already been attempted.
Emotional Impact
Children and adults with SLD often work much harder than others to complete daily learning tasks. Over time, repeated struggles can affect a person’s confidence and emotional wellbeing. Some people may experience:
Anxiety around school, homework, or tests
Low self-esteem or feeling ‘not smart enough’
Frustration or emotional outbursts when learning feels difficult
Feeling embarrassed or behind peers
Avoiding school, work, reading, writing, or maths tasks due to overwhelm
Feeling unmotivated, exhausted, or hopeless about learning
Strengths Seen in People with SLD
People with SLD often develop valuable strengths, coping skills, and ways of thinking that may not always be recognised in traditional school or work settings. Research and lived experience suggest many people with SLD may demonstrate strengths in:
Creativity and imagination
Understanding broader concepts and the ‘big picture’
Seeing connections between ideas
Identifying patterns and relationships
Problem-solving and innovation
Visual and spatial reasoning
Strong verbal communication and storytelling
Hands-on and practical learning
Persistence and resilience from overcoming extra challenges
Adaptability and flexible thinking
Empathy and emotional insight
Curiosity, risk-taking, and willingness to try new approaches
Understanding a person’s strengths is an important part of supporting people with SLD. Focusing only on difficulties can affect confidence and self-esteem. Recognising strengths can help build motivation, independence, and a more positive sense of identity. Strength-based support also helps people with SLD feel capable and successful in areas outside of academic challenges.
Practical Ways to Help
Reading
Choose a short, manageable book at the child’s reading level
Read together and take turns reading sentences or pages
Help break unfamiliar words into smaller sounds
Re-read familiar books to build fluency and confidence
Practice reading out loud together
Use audiobooks or text-to-speech tools alongside reading when needed
Keep sessions short and positive to reduce overwhelm and frustration
Writing
Breaking writing tasks into smaller sections
Focus on one paragraph or sentence at a time
Brainstorm ideas verbally before writing begins
Use sentence starters, templates, or diagrams to plan
Practice typing if handwriting is exhausting and frustrating
Edit spelling and grammar after ideas are written down
Allow alternative ways to complete assessments such as oral responses, illustrations, presentations, or other formats
Maths
Use visual supports like number lines, counters, or blocks
Teach one maths strategy at a time
Work through problems step-by-step together
Practice maths facts through games and repetition
Allow extra time to complete questions
Use calculators to support understanding during harder tasks
Keep a times table chart visible during learning activities
Support may also include educational toolkits, adjusted learning programs, school support teachers, speech pathology, occupational therapy, tutoring, psychological support for anxiety, confidence, or emotional wellbeing. Assistive technology such as text-to-speech, speech-to-text dictation, audiobooks, reading pens, and predictive spelling tools are also helpful to use.
When to Seek Support
Recognising when you need help is an important first step. Early intervention and support can make a huge difference. Consider seeking professional help if:
Learning difficulties continue despite practice and support
Reading, writing, or maths skills are significantly below expected levels for age
Homework regularly causes frustration, stress, or emotional outbursts
Teachers or supervisors repeatedly raise concerns about academic or work progress
Avoids schoolwork, reading, writing, or maths tasks
Difficulties are affecting confidence, friendships, behaviour, or emotional wellbeing
The person appears anxious, withdrawn, overwhelmed, or begins refusing school or work
Everyday tasks involving reading, writing, or numbers become difficult to manage
Helpful Resources
Victorian Department of Education https://www.vic.gov.au/learning-difficulties
Specific information for parents on understanding and getting learning difficulties assessed.
Raising Children Network
https://raisingchildren.net.au/
Practical strategies and information for parents supporting children with learning difficulties.
SPELD Victoria
Assessment information, tutoring support, parent resources, webinars, and evidence-based information about learning disorders.
Victorian Department of Education
https://www.vic.gov.au/online-tools-and-resources-learning-difficulties
A collection of practical tools, classroom resources, fact sheets, and online supports for students, families, and teachers supporting learning difficulties.
