Testing for Learning Disabilities

There are many factors that go into determining if an individual has a specific learning disability. The definition of what makes a learning disability has changed somewhat over the years, but the fundamental principle has remained the same. An individual has a learning disability when they have average to above average intellectual ability, but are struggling in one or more academic areas.

It is estimated that 5 to 15 percent of school aged children struggle with a learning disability. Of those, about 80 percent have a learning disability in reading, such as dyslexia. One-third of students with a learning disability are estimated to also have ADHD.

To be diagnosed with a learning disability, a student must meet four criteria:

  1. Struggle in at least one academic area.

  2. Have academic skills that are substantially below what is expected for the child’s age and cause problems in school or everyday activities.

  3. The difficulties start during school age.

  4. The difficulties are not due to other conditions such as vision/hearing problems, an intellectual disability, a neurological condition, lack of instruction, difficulties speaking or understand the language, or economic or environmental disadvantage.

When we look at learning disabilities today, we start by determining how an individual processes and learns.

 We look at the following processing skills:

  • Verbal Abilities

  • Reasoning Abilities

  • Long-Term Memory

  • Short-Term Memory

  • Auditory Processing

  • Visual Processing

  • Processing Speed

Each of these skills play a vital role in a person’s ability to learn, retain, and apply new information.

We then assess the following academic areas:

  • Basic Reading Skills

  • Reading Comprehension (both timed and untimed)

  • Reading Fluency

  • Phonological Processing

  • Math Calculations (both timed and untimed)

  • Math Reasoning

  • Written Expression

  • Oral Expression

  • Listening Comprehension

  • Spelling

Throughout the evaluation process, as discrepancies or significant weaknesses emerge, we may dig deeper into those areas by administering additional assessments. In addition, we will use the assessment information to make relevant recommendations for both school and home.

Diagnostic Learning Services has been assessing children and adults since 2004