Most common learning difficulties in childhood: How to detect them and take action in time
The most common learning difficulties in childhood are neurodevelopmental disorders that affect how students acquire, process, or use information. These difficulties are not related to general intelligence, but to differences in brain function. Below are the most common ones:
Dyslexia: This is the difficulty in reading accurately, fluently, and with comprehension. Its most common symptoms are confusion with letters that sound or look similar (b/d, p/q), slow and error-prone reading, difficulty understanding what is read, and problems spelling and writing words.
Dyscalculia: This is the difficulty in understanding mathematical concepts and performing basic operations. Its most common symptoms are problems with counting, recognizing numbers, or understanding numerical value, difficulty memorizing multiplication tables, confusion with mathematical signs, and problems estimating quantities or solving simple mathematical problems.
Dysgraphia: This is the difficulty in written expression, both in form and content. Common symptoms include illegible or disorganized handwriting, pain or fatigue when writing, problems organizing ideas in writing, and frequent grammatical errors, even when copying texts.
Attention Deficit Disorder with or without Hyperactivity (ADHD): Difficulty maintaining attention, controlling impulses, and/or regulating motor activity. Common symptoms include difficulty concentrating or following instructions, frequently forgetting things or tasks, impulsivity and constant interruptions, and hyperactivity (in some cases).
Language Disorder (LD): Difficulty understanding or using spoken language. The most common symptoms are delayed speech onset, limited vocabulary, difficulty forming sentences or following instructions, and problems understanding what others say.
Other related factors include emotional or anxiety disorders and unstimulating learning environments, which can affect academic performance and also influence development.
Detecting all these difficulties early is essential for implementing effective, personalized interventions, improving academic performance, and avoiding emotional or self-esteem problems.
Detecting learning difficulties in childhood early on is essential for intervening in time and helping students develop their full potential. Below, we explain how to detect the most common difficulties, what signs to look for, and who can participate in the identification process:
How to detect the most common learning difficulties in childhood?
Observation in the school and family environment: Family and teachers are often the first to notice warning signs. Some behaviors to look out for are:
- Low or very uneven academic performance
- Frequent frustration when doing schoolwork
- Avoids reading, writing, or doing calculations
- Low level of concentration or memory
- Constant disorganization in schoolwork
- Difficulty following instructions or completing tasks
Specific signs depending on the difficulty: Here are some common early signs depending on the type of difficulty
- Dyslexia:
→ Confuses letters or reverses them when reading (b/d, p/q)
→ Reads very slowly and with poor comprehension
→ Avoids reading aloud
- Dyscalculia (math)
→Has trouble understanding basic concepts such as greater than/less than
→Does not recognize numerical patterns or sequences
→Has trouble memorizing operations or times (such as telling time)
- Dysgraphia (writing)
→Messy or illegible handwriting
→Tires easily when writing
→Fails to organize ideas on paper
- ADHD (attention/impulsivity)
→Has trouble concentrating, even on activities they enjoy
→Is easily distracted or seems not to be listening
→Interrupts, speaks without waiting their turn, is restless
- Language Disorder (LD)
→Has a limited vocabulary for their age
→Speaks little or unintelligibly
→Does not understand simple questions or instructions
Professional evaluation: If these signs are observed, it is essential to consult with professionals.
- Specialized teachers (such as educational psychologists or school counselors) can perform an initial evaluation.
- Child psychologists or educators perform more in-depth evaluations (cognitive, emotional, language, etc.).
- Speech therapists: if there are problems with speech or verbal comprehension.
- Pediatricians or child neurologists: to rule out medical or neurological causes.
What to do if a difficulty is detected?
- Inform the school so that adaptations or support can be provided.
- Seek specialized support such as educational psychology or speech therapy.