A learning assessment typically starts with a cognitive assessment to assess the individual’s level of overall intellectual ability and ensure that learning difficulties are not the result of a broad difficulty with learning such as an intellectual developmental disorder (or intellectual disability). Depending on the individual’s age and personal characteristics, the particular cognitive battery used may be a WPPSI-IV, WISC-V or WJ IV Cognitive.
Assessment of academic difficulty, which may be in the areas of reading, writing and/or mathematics, is also required. A broad academic achievement battery such as the WIAT-III or WJ IV Achievement may be used. Additional specialised measures such as the TOWRE-2 or TOWL-4 may also be used, depending on the particular individual being assessed. Measures of academic achievement can provide a broad measure of achievement in a particular domain, such as an overall Total Reading score. They also allow for the assessment of specific sub-skills involved in achievement, such as word reading and decoding, reading fluency and reading comprehension, so that areas that require targeted intervention and educational adjustments are identified and understood.
A comprehensive learning assessment often also involves assessment of cognitive processing abilities important for the development of reading, writing and/or mathematics skills that are often found to be impaired in individuals with learning disorders such as working memory, processing speed, phonological awareness, rapid automatised naming (or naming speed), associative memory, and quantitative reasoning.
Signs to look for
Individuals who were delayed in their speech and language development can be at greater risk of developing a specific learning disorder in reading and/or writing. Further, children who are slower to develop early literacy and/or numeracy skills (such as knowledge of letter names and sounds, ability to recognise and produce rhymes, knowledge of number names, and counting) can also be at greater risk.
In school-aged children, the following behaviours can suggest that a specific learning disorder in reading, writing or mathematics may be present:
- Inaccurate or slow and effortful word reading
- Difficulty understanding the meaning of what is read
- Difficulties with spelling
- Difficulties with written expression such as making multiple grammatical or punctuation errors within sentences, poor paragraph organisation, written expression of ideas lacks clarity
- Difficulties mastering number sense, number facts, or calculation such as having a poor understanding of numbers, their magnitude, and relationships and having to count on fingers to add numbers instead of recalling the maths fact as peers do
- Difficulties with mathematical reasoning such as difficulty applying mathematical concepts, facts or procedures to solve quantitative problems
It is also not uncommon for children with specific learning disorders to engage in avoidance strategies when asked to complete reading, writing and/or maths tasks or to become easily frustrated, angry or teary.