You might say, “My child understands a story when I tell it, but struggles to read a line alone.” That opens a useful school conversation: is the difficulty recognising words, understanding them or something else? Knowing where the child gets stuck makes it easier to choose teaching and support.
Learning difficulties may affect acquiring and using academic skills such as reading, written expression or maths. A low mark or repeated mistake alone cannot diagnose a learning disorder1. Age, teaching received, the nature and persistence of the difficulty, its impact and progress with support all matter.
Which skill seems difficult?
These examples are for discussion, not a diagnostic checklist.
Area
An observation to describe
A question for school
Reading
Persistent difficulty linking letters to sounds or recognising and reading words
Does the child understand when material is read aloud? Which reading skills need direct teaching?
Writing
Explains an idea aloud but struggles to organise and write it, or has persistent spelling difficulties
Is the difficulty written expression, spelling, the physical effort of writing or several areas?
Maths
Persistent difficulty understanding quantities, number facts or steps in a calculation
Do concrete materials help understanding? At which step does difficulty arise?
Terms such as dyslexia and dyscalculia1 describe particular difficulties following assessment. “Learning difficulties” in everyday conversation may cover many causes. A reading difficulty does not imply low intelligence2. A child may have other needs too, so their abilities should be considered as a whole.
What might resemble or coexist with a learning disorder?
Interrupted schooling, insufficient appropriate instruction or learning through a language not yet mastered can affect progress. Hearing, vision, language, attention, sleep and mental health difficulties may also matter. Some factors can coexist with a learning disorder rather than forming an either-or explanation.
For a multilingual child, assessment should consider experience in each language1 and the teaching received. Difficulty in the school language neither automatically establishes a disorder nor rules one out because the child is learning two languages.
Notice what changes with teaching and support: which step improves, and where does the child still struggle? That can inform adjustments and the need for assessment. Progress is useful information; it does not erase the difficulty that required support or guarantee the same progress in every area.
When to ask for assessment
Speak with school when a repeated difficulty affects learning, confidence or completing work. Ask for appropriate support and a clear way to follow progress, and discuss assessment if difficulty persists or is severe. A child does not need to fail a school year or face more pressure at home for the concern to be taken seriously.
Loss of a previously acquired skill or a new medical or developmental change deserves medical attention rather than being automatically attributed to a school learning difficulty.
Assessment may include developmental, educational and health history3, work samples, caregiver and teacher observations, and relevant academic, psychological or language testing. A psychologist, special education professional or speech-language professional may contribute, with a doctor as needed. Local services vary. Ask about the assessor's qualifications, the ages and languages assessed and how findings will inform teaching.
Prepare for a school meeting
Bring two or three samples of similar work and describe the assistance provided. Use errors to identify what needs teaching, rather than to blame the child.
The skill concerning us: …
What the child can do independently: …
Where help is needed and what kind: …
Teaching or support already provided: …
How and when we will review progress: …
Whether further assessment is needed and who will coordinate it: …
Ask what has worked: a text type, task length or explanation method. Agree an observable goal rather than a general instruction to “improve.” For example, the teacher might choose reading practised words as the goal. Note which words the child reads independently and where support is still needed, then agree with the teacher when to review these examples for this child's plan.
Support while assessment proceeds
You might say, “This skill is difficult right now, and we will find a way to help.” Avoid making the child read in front of others to prove they can, or comparing their speed with siblings. Ask whether they do not understand, become tired or fear comments.
Ask school about two things: how will the difficult skill be taught, and how will the child take part in other lessons while learning it? If the aim is to understand a science concept, for example, reading the question aloud may help the child show what they understand. When the aim is learning to read, they need teaching that addresses the step they find difficult. Access to lesson content and reading instruction can work together; simply increasing homework does not answer either need.
Smaller tasks, clear instructions, appropriate time and breaks may help too. Ask the school or professional what direct teaching and participation support are needed, and agree a manageable role for the family. You might ask, “What practice can we help with, and how can we check we're explaining it in the right way?”
Persistent attention or organisation difficulties deserve separate discussion. ADHD in children and learning disorders can coexist; they are not two names for the same problem.
Frequently Asked Questions
How do I know if my child has a learning difficulty?
Start by noticing which skill is persistently hard: linking letters to sounds, organising and writing an idea they can explain aloud, or understanding quantities and number facts. Discuss what you notice with school. A low mark or repeated mistake alone cannot diagnose a learning disorder; age, teaching received, how persistent the difficulty is, its impact and progress with support all matter.
Does a reading difficulty mean my child is less intelligent?
No. A reading difficulty does not imply low intelligence. A child may understand a story when it is told to them yet struggle to read a line alone. They may have other needs too, so their abilities should be considered as a whole. Terms such as dyslexia and dyscalculia describe particular difficulties identified after assessment.
When should I ask for a learning difficulty assessment?
Speak with school when a repeated difficulty affects your child's learning, confidence or ability to complete work. Ask for appropriate support and a clear way to follow progress, and discuss assessment if the difficulty persists or is severe. You do not need to wait for a failed school year. If your child loses a skill they had already acquired, or shows a new medical or developmental change, seek medical attention.
How can I help my child with a learning difficulty?
Ask school two things: how the difficult skill will be taught, and how your child will take part in other lessons while learning it. Smaller tasks, clear instructions, appropriate time and breaks may help. You might say, “This skill is difficult right now, and we will find a way to help.” Avoid making them read in front of others to prove they can, or comparing their speed with siblings.
Is ADHD the same as a learning difficulty?
No. ADHD and learning disorders can coexist in a child, but they are not two names for the same problem. If persistent attention or organisation difficulties come with your child's learning difficulty, discuss them separately. Hearing, vision, language, sleep and mental health difficulties may also affect progress, and some of these can coexist with a learning disorder.
Content writer and researcher at Tatmeen, writing in Arabic and English about mental health and everyday life, from relationships and stress to work, habits, and family.
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Knowing where the child gets stuck makes it easier to choose teaching and support.</p>\n<p>Learning difficulties may affect acquiring and using academic skills such as reading, written expression or maths. A low mark or repeated mistake <a href=\"https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs\" target=\"_blank\" rel=\"noopener noreferrer\">alone cannot diagnose a learning disorder</a>. Age, teaching received, the nature and persistence of the difficulty, its impact and progress with support all matter.</p>\n<h2 id=\"article-section-which-skill-seems-difficult\" data-toc-heading tabindex=\"-1\"><span id=\"which-skill-seems-difficult-1\" aria-hidden=\"true\"></span>Which skill seems difficult?</h2>\n<p>These examples are for discussion, not a diagnostic checklist.</p>\n<div class=\"table-block\"><table>\n<thead>\n<tr>\n<th>Area</th>\n<th>An observation to describe</th>\n<th>A question for school</th>\n</tr>\n</thead>\n<tbody>\n<tr>\n<td>Reading</td>\n<td>Persistent difficulty linking letters to sounds or recognising and reading words</td>\n<td>Does the child understand when material is read aloud? Which reading skills need direct teaching?</td>\n</tr>\n<tr>\n<td>Writing</td>\n<td>Explains an idea aloud but struggles to organise and write it, or has persistent spelling difficulties</td>\n<td>Is the difficulty written expression, spelling, the physical effort of writing or several areas?</td>\n</tr>\n<tr>\n<td>Maths</td>\n<td>Persistent difficulty understanding quantities, number facts or steps in a calculation</td>\n<td>Do concrete materials help understanding? At which step does difficulty arise?</td>\n</tr>\n</tbody>\n</table></div>\n<p><a href=\"https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs\" target=\"_blank\" rel=\"noopener noreferrer\">Terms such as dyslexia and dyscalculia</a> describe particular difficulties following assessment. “Learning difficulties” in everyday conversation may cover many causes. A reading difficulty <a href=\"https://medlineplus.gov/ency/article/001406.htm\" target=\"_blank\" rel=\"noopener noreferrer\">does not imply low intelligence</a>. A child may have other needs too, so their abilities should be considered as a whole.</p>\n<h2 id=\"article-section-what-might-resemble-or-coexist-with-a-learning-disorder\" data-toc-heading tabindex=\"-1\"><span id=\"what-might-resemble-or-coexist-with-a-learning-disorder-2\" aria-hidden=\"true\"></span>What might resemble or coexist with a learning disorder?</h2>\n<p>Interrupted schooling, insufficient appropriate instruction or learning through a language not yet mastered can affect progress. Hearing, vision, language, attention, sleep and mental health difficulties may also matter. Some factors can coexist with a learning disorder rather than forming an either-or explanation.</p>\n<p>For a multilingual child, assessment should <a href=\"https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs\" target=\"_blank\" rel=\"noopener noreferrer\">consider experience in each language</a> and the teaching received. Difficulty in the school language neither automatically establishes a disorder nor rules one out because the child is learning two languages.</p>\n<p>Notice what changes with teaching and support: which step improves, and where does the child still struggle? That can inform adjustments and the need for assessment. Progress is useful information; it does not erase the difficulty that required support or guarantee the same progress in every area.</p>\n<h2 id=\"article-section-when-to-ask-for-assessment\" data-toc-heading tabindex=\"-1\"><span id=\"when-to-ask-for-assessment-3\" aria-hidden=\"true\"></span>When to ask for assessment</h2>\n<p>Speak with school when a repeated difficulty affects learning, confidence or completing work. Ask for appropriate support and a clear way to follow progress, and discuss assessment if difficulty persists or is severe. A child does not need to fail a school year or face more pressure at home for the concern to be taken seriously.</p>\n<p>Loss of a previously acquired skill or a new medical or developmental change deserves medical attention rather than being automatically attributed to a school learning difficulty.</p>\n<p>Assessment may <a href=\"https://www.nichd.nih.gov/health/topics/learning/conditioninfo/diagnosed\" target=\"_blank\" rel=\"noopener noreferrer\">include developmental, educational and health history</a>, work samples, caregiver and teacher observations, and relevant academic, psychological or language testing. A psychologist, special education professional or speech-language professional may contribute, with a doctor as needed. Local services vary. Ask about the assessor's qualifications, the ages and languages assessed and how findings will inform teaching.</p>\n<h2 id=\"article-section-prepare-for-a-school-meeting\" data-toc-heading tabindex=\"-1\"><span id=\"prepare-for-a-school-meeting-4\" aria-hidden=\"true\"></span>Prepare for a school meeting</h2>\n<p>Bring two or three samples of similar work and describe the assistance provided. Use errors to identify what needs teaching, rather than to blame the child.</p>\n<blockquote>\n<p>The skill concerning us: …<br />\nWhat the child can do independently: …<br />\nWhere help is needed and what kind: …<br />\nTeaching or support already provided: …<br />\nHow and when we will review progress: …<br />\nWhether further assessment is needed and who will coordinate it: …</p>\n</blockquote>\n<p>Ask what has worked: a text type, task length or explanation method. Agree an observable goal rather than a general instruction to “improve.” For example, the teacher might choose reading practised words as the goal. Note which words the child reads independently and where support is still needed, then agree with the teacher when to review these examples for this child's plan.</p>\n<h2 id=\"article-section-support-while-assessment-proceeds\" data-toc-heading tabindex=\"-1\"><span id=\"support-while-assessment-proceeds-5\" aria-hidden=\"true\"></span>Support while assessment proceeds</h2>\n<p>You might say, “This skill is difficult right now, and we will find a way to help.” Avoid making the child read in front of others to prove they can, or comparing their speed with siblings. Ask whether they do not understand, become tired or fear comments.</p>\n<p>Ask school about two things: how will the difficult skill be taught, and how will the child take part in other lessons while learning it? If the aim is to understand a science concept, for example, reading the question aloud may help the child show what they understand. When the aim is learning to read, they need teaching that addresses the step they find difficult. Access to lesson content and reading instruction can work together; simply increasing homework does not answer either need.</p>\n<p>Smaller tasks, clear instructions, appropriate time and breaks may help too. Ask the school or professional what direct teaching and participation support are needed, and agree a manageable role for the family. You might ask, “What practice can we help with, and how can we check we're explaining it in the right way?”</p>\n<p>Persistent attention or organisation difficulties deserve separate discussion. 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