Assessment of Specific Learning Disorders (e.g., dyslexia)

Specific Learning Disorders

Learning difficulties refers to unexpected academic achievement in an individual who has otherwise sound intellectual ability. There are many reasons that can cause low academic performance, including visual or hearing impairments, physical disabilities, and lack of learning opportunity due to sickness or economic hardships. This type of learning difficulty is not what psychologists are referring to when they use terms like specific learning disorder, dyslexia, dysgraphia, or dyscalculia.

A specific learning disorder is a neurodevelopmental condition involving persistent difficulty learning and using academic skills despite at least 6 months of tailored, evidence-based intervention. These difficulties in reading, spelling, writing, and/or mathematics cannot be better explained by any of the reasons listed above (e.g., intellectual disability, visual or hearing impairment, or lack of learning opportunity). In order to be diagnosed with a specific learning disorder, it is necessary to show that an individual is performing at a level below their age and educational level using standardised tests of academic achievement.

Diagnosis & Assessment of Learning Disorders

A diagnosis of a specific learning disorder requires formal assessment by a neuropsychologist using standardised tests of intellectual functioning and academic achievement. These tests compare the person’s level of ability to that which is considered typical development for someone of the same age and educational level. 

There are several components to a comprehensive assessment of specific learning disorder. Firstly, intellectual (IQ) assessment is necessary to understand cognitive strengths and weaknesses as well as rule out other difficulties (e.g., intellectual impairments). Secondly, a thorough evaluation of the individual’s reading, spelling, writing, and mathematics skills is required to determine what components of learning are impacted. Thirdly, it may be necessary to test other areas of cognition to determine whether another reason is causing difficulties in learning (e.g., difficulties with attention, anxiety). 

A comprehensive neuropsychological assessment aims to evaluate the specific pattern of difficulties that an individual is experiencing. This information is important in the development of evidence-based intervention plans that are tailored to the individual.

For more information about assessment please contact The Neurodevelopment Clinic using the contact form on this website.

Caution: Evidence-based treatment approaches are extremely important when helping students with learning difficulties to reach their full potential. Several treatment approaches are controversial and not considered to be evidence-based for the remediation of learning disorders. These include: neurofeedback, dietary supplements, sensory programs, visual perceptual or eye exercises, behavioural vision therapy, or the use of tinted or coloured filters/lenses/paper. It is helpful to consult a registered professional about treatments that you have heard about and ask about the research supporting their efficacy.