Learning Disabilities (LDs) are disorders that stem from differences in how the brain processes information. They can make it harder for a person to learn, remember, or use verbal or nonverbal information—even when they are trying their best and receiving effective instruction¹. Common types of learning disabilities include dyslexia (reading), dyscalculia (math), and dysgraphia (writing).
Learning disabilities are not the same as low intelligence or global developmental delay. In fact, people with learning disabilities often have average, above-average, or gifted intelligence. The challenges come from difficulties in the cognitive processes that support learning. These may include:
- Understanding and using language (morphological and semantic processing)
- Hearing and working with sounds in words (phonological processing)
- Recognizing written words and letters (orthographic processing)
- Processing information quickly
- Holding information in memory and retrieving it when needed
- Understanding spatial relationships and visual information
- Problem solving and reasoning
Difficulties with focusing attention as well as struggles with planning, organizing and decision making (executive functions) often co-occur with learning disabilities.
Areas of Learning Affected
A learning disability can affect one or more areas of learning, such as:
- Reading: decoding, fluency, word recognition, and comprehension
- Writing: spelling, written expression, and writing fluency
- Mathematics: computation, problem solving, number sense, math fluency, and understanding math concepts
Difficulties with listening comprehension and oral expression are listed in the IDEA as areas affected by learning disabilities. While oral language delays are often associated with learning disabilities, difficulty with oral and expressive language are often better understood as Developmental Language Disorders, which frequently co-occur with learning disabilities.
Some individuals with learning disabilities may also have difficulties with understanding social cues and with social interactions.
Lifelong But Manageable
Learning disabilities are lifelong, but their impact can change over time. How they affect a person depends on both the environment and the individual’s strengths and needs. With the right supports and strategies, people with learning disabilities can learn successfully and reach their academic, career and life goals.
Causes and Contributing Factors
Learning disabilities may result from genetic or biological factors, or a combination of both. They are not caused by problems with hearing or vision, poverty, cultural or language differences, lack of motivation, or poor teaching—although these factors can make learning even more difficult.
Recognizing Learning Disabilities
A learning disability is often suggested when a student shows unexpected difficulties in school performance, despite receiving high-quality, individualized instruction. Sometimes, students keep up academically but only through extraordinary effort and support.
Support and Intervention
Effective, evidence-based instruction can make a big difference in learning. However, because the underlying processing challenges remain, ongoing accommodations and supports may be needed throughout life—in school, work, and daily activities.
People with learning disabilities may also have other conditions such as attention difficulties, behavioral and emotional challenges, sensory impairments, or medical issues. If learning disabilities go unrecognized or unaddressed, they can lead to mental health concerns like anxiety or depression, especially in later life.
What Helps
For success, individuals with learning disabilities need early identification and timely, specialized support at home, in school, and in the community. Effective support typically includes:
- Direct, specific skill instruction
- Accommodations to help access learning (e.g., extra time, assistive technology)
- Compensatory strategies to work around areas of difficulty
- Self-advocacy skills to understand and communicate their needs
¹Carroll, J. M., C. Holden, P. Kirby, P. Thompson, and M. J. Snowling. (2025). “Towards a Consensus on Dyslexia: Findings From a Delphi Study.” Journal of Child Psychology and Psychiatry. https:// acamh. onlinelibrary. wiley. com/ doi/ 10. 1111/ jcpp. 14123 .
Core Principle Updated 11/2025
