Disorders of the Learning

The paragraph of disorders of the learning includes disorder of the reading, disorder of the calculation, disorder of the written expression.

Diagnostic characteristics. Disorders of the learning are diagnosed when the performance of the individual in reading, calculation or written expression is substantially low to waited by age, education and level of intelligence, as indicate normalized tests administered individually. The problems of learning interfere significantly the academic performance or the activities of the daily life that need reading, calculation or writing. To establish that a discrepancy is significant they can use different statistical resources. A discrepancy is in the habit of being defined as substantially low of more than 2 standard deviations between performance and CI. Sometimes a minor discrepancy is accepted between performance and CI (this is, between 1 and 2 standard deviations), specially when the performance of an individual in CI's test can have be mediatized by the association of a disorder of the processing, a mental disorder or a medical disease, or by the ethnic or cultural characteristics of the subject. If one presents a sensory deficit, the difficulties of learning must exceed the habitually associated ones with the deficit in question.

Disorder of the Reading

Diagnostic characteristics

The essential characteristic of the disorder of the reading is a performance in reading (this is, precision, speed or comprehension of the reading evaluated by means of normalized tests administered individually) that places substantially below waited depending on the chronological age of the coefficient of intelligence and of the own education of the age of the individual.

The alteration of the reading interferes significantly the academic performance or certain activities of the daily life that need skills for the reading.

If a sensory deficit is present, the difficulties in reading exceed the habitually associated ones with he.

In the subjects with disorder of the reading (also named "dyslexia"), the oral reading is characterized by distortions, substitutions or omissions; both the oral reading and the silent one are characterized by slowness and mistakes in the comprehension.

Disorder of the calculation

Diagnostic characteristics

The essential characteristic of the disorder of the calculation is an arithmetical capacity (measure by means of tests normalized of calculation or mathematical reasoning administered individually) that places substantially below waited in individuals of chronological age, coefficient of intelligence and education concordes with the age.

The disorder of the calculation interferes significantly in the academic performance or the activities of the daily life that need skills for the mathematics.

If there is a sensory deficit, the difficulties in the mathematical aptitude must exceed of associated habitually him.

In the disorder of the calculation different skills can be affected, including the "linguistics" ( comprehension or name of mathematical terms, operations or concepts and descodificación of problems written in mathematical symbols), "Perceptive" skills (recognition or reading of numerical symbols or arithmetical signs and grouping object), skills of "attention" ( to reproduce correctly numbers or numbers, to remember to add numbers "going" and bear the operative signs in mind) and "mathematical" skills (to follow sequences of mathematical steps, to tell objects and to learn the tables of multiplying).

Disorder of the written expression

Diagnostic characteristics

The essential characteristic of the disorder of the written expression is a skill for the writing (evaluated by means of normalized tests administered individually or for functional evaluation of the skill to write) that there places substantially below the awaited one given the chronological age of the individual, his coefficient of intelligence and the own education of his age.

The disorder of the written expression interferes significantly the academic performance or the activities of the daily life that needs skill to write

If there is a sensory deficit, the difficulties to write must exceed of associated habitually him.

Generally a combination of deficiencies is observed in the capacity of the individual to compose written texts, which demonstrates for grammatical mistakes or of punctuation in the production of phrases, a poor organization of the paragraphs, multiple mistakes of spelling and an excessively deficit grafía. In general this diagnosis is not formulated if only there exist mistakes of spelling or a bad calligraphy, in absence of other anomalies of the written expression. In comparison with other disorders of the learning, it is known relatively little it brings over of the disorders of the written expression and of his treatment, particularly when they appear in absence of disorder of the reading.

With the exception of the spelling, in this area the normalized tests are less developed that those of reading or of mathematical capacity, for what the evaluation of anomalies in the skills for the writing can need the comparison of different samples of school written tasks of the subject with the performance waited depending on his age and CI. This one is specially the case of children placed in the first courses of basic education. To establish the presence and extent of this disorder, can be needed tasks in which the child should copy, write to the dictation and to write spontaneously.

• The disorder is more frequent writing and reading the calculation then the children have a very low academic rendimineto then affects the child's daily life.
• The calculation disorder is equally complicated than the disorder of escitura then the children have a very low academic rendimineto poque confuse letters and numbers