Services · Learning Difficulty Assessments
Learning Difficulty & Specific Learning Disorder Assessments
Learning difficulties can affect reading, spelling, writing, maths or a combination of these areas. They can affect children, teenagers and adults, and they do not always mean that someone has a diagnosed learning disorder.
A learning difficulty assessment can help us understand what is difficult, what is going well, what may be contributing, and what support may be useful. For some people, the results may be consistent with a Specific Learning Disorder. For others, the assessment may identify important learning difficulties that still deserve support even when the criteria for a diagnosis are not met.
The Psychology Hub provides learning difficulty assessments and Specific Learning Disorder assessments for children, teenagers and adults. This can include assessment of reading, spelling, written expression and maths difficulties, including concerns commonly described as dyslexia, dysgraphia or dyscalculia.
Learning difficulty or Specific Learning Disorder – what is the difference?
A learning difficulty means that someone is finding one or more areas of learning harder than expected. This might involve reading, spelling, writing, maths or another part of learning.
There can be many reasons for this. Attention, language, memory, emotional wellbeing, educational experiences and other developmental factors can all affect learning.
Specific Learning Disorder is a diagnosis. It may be given when difficulties with reading, writing or maths are ongoing, significant and are getting in the way of school, study, work or everyday life.
Importantly, someone does not need to meet criteria for a Specific Learning Disorder for their difficulties to matter. A child may be working much harder than their classmates to keep up. An adult may take much longer to read, write reports or manage tasks involving numbers. These difficulties can still be real and worth understanding, even if they do not result in a diagnosis.
An assessment can help us understand the person’s individual pattern of strengths and difficulties, rather than simply answering a yes-or-no question about diagnosis.
What is a Specific Learning Disorder?
Specific Learning Disorder is the current diagnostic term used when a person has significant and ongoing difficulty learning particular academic skills.
It can affect reading, written expression, mathematics, or more than one of these areas at the same time. Even within each area, the exact pattern can be different from person to person.
You may still hear terms such as dyslexia, dysgraphia and dyscalculia. These words are widely used and can be helpful when talking about particular types of difficulty, but they are not three completely separate DSM diagnoses.
Difficulties with reading – often called dyslexia
Reading difficulties can affect how accurately, quickly or easily someone reads. Some people make frequent reading errors. Others can read accurately but need much more time and effort to do it.
Difficulties may involve reading unfamiliar words, reading fluently, understanding written information or spelling. Reading speed is important as well as accuracy. A person may technically be able to read the words but still find reading so slow or effortful that it affects comprehension, schoolwork, study or work.
The term dyslexia is still widely used for persistent difficulties with accurate or fluent word reading, decoding and spelling.
Many people with dyslexia find it harder to work with the sounds and meaningful parts of words. However, dyslexia does not look exactly the same for everyone, so assessment looks at the person’s individual pattern rather than assuming one cause.
What can reading difficulties or dyslexia look like in children?
These are examples only. A child does not have dyslexia simply because one or two of these things happen. We look at the overall pattern and how long the difficulties have been present.
Examples may include:
- taking much longer than classmates to read a page or complete reading work
- reading accurately but very slowly
- guessing unfamiliar words rather than sounding them out
- sounding out the same word again and again
- losing their place or skipping words or lines
- finding unfamiliar or longer words difficult to read
- understanding much more when something is explained aloud than when they have to read it themselves
- needing to read the same paragraph several times before it makes sense
- avoiding reading aloud
- becoming tired, frustrated or upset during reading homework
- finding spelling difficult despite practice
- spelling the same word in different ways in the same piece of work
- having good ideas and understanding but struggling to show this when a task involves a lot of reading.
What can reading difficulties or dyslexia look like in adults?
Examples may include:
- taking much longer than other people to read reports, emails, manuals or study materials
- needing to reread information several times
- avoiding reading aloud in meetings, training or study
- finding unfamiliar names or technical words particularly difficult
- relying heavily on spellcheck, predictive text, audiobooks or text-to-speech
- taking longer to complete written exams or workplace training
- being confident discussing a topic but finding written information much harder
- choosing jobs, courses or tasks that reduce the amount of reading or spelling required.
Difficulties with writing and written expression
Learning difficulties can also affect writing. This might involve spelling, grammar, punctuation, sentence structure, organising ideas, or getting thoughts onto the page clearly.
Some people know exactly what they want to say but find that their written work does not show what they know. Writing can take much longer because so much effort is going into spelling, handwriting, punctuation or organising ideas.
The word dysgraphia is commonly used, particularly when there are significant difficulties with handwriting or the physical process of writing. It is not the same as every difficulty involving written expression, so assessment looks at the particular skills that are affected.
What can writing difficulties look like in children?
Examples may include:
- having lots of ideas when speaking but writing only a small amount
- knowing the answer but struggling to get it onto the page
- taking much longer than classmates to finish written work
- losing ideas while concentrating on spelling, punctuation or handwriting
- spelling difficulties that continue despite teaching and practice
- writing that is hard to follow even though the child explains the same ideas clearly when speaking
- difficulty organising sentences or paragraphs
- avoiding longer writing tasks
- handwriting becoming much harder to read when the child tries to write quickly
- written results not showing what parents or teachers know the child understands.
What can writing difficulties look like in adults?
Examples may include:
- spending much longer than expected writing emails, reports or assignments
- repeatedly checking or rewriting short pieces of writing
- knowing what they want to say but struggling to organise it clearly
- avoiding jobs, courses or promotions that involve a lot of writing
- struggling to take notes quickly enough in meetings or lectures
- relying heavily on templates, spelling or grammar programs, speech-to-text or another person to check written work
- finding timed written exams particularly difficult
- finding it much easier to explain something verbally than in writing.
Difficulties with maths – often called dyscalculia
Maths difficulties can affect different skills. This might include understanding quantities and number relationships, remembering number facts, completing calculations accurately or quickly, or solving mathematical problems.
The term dyscalculia is commonly used for significant and ongoing difficulties with learning maths. As with reading and writing difficulties, the exact pattern can look different from person to person.
What can maths difficulties or dyscalculia look like in children?
Examples may include:
- continuing to rely on fingers for calculations despite lots of practice
- taking a long time to remember basic number facts
- finding it difficult to understand which number is bigger or how numbers relate to one another
- difficulty understanding place value
- repeatedly forgetting how to carry out a calculation
- confusing maths symbols or operations
- learning a maths procedure one day and struggling to remember it later
- difficulty noticing when an answer is clearly too big or too small
- getting lost during multi-step maths problems
- finding fractions, decimals, percentages or time particularly difficult
- understanding something when the teacher explains it but struggling to do it independently.
What can maths difficulties or dyscalculia look like in adults?
Examples may include:
- difficulty working out percentages, discounts or change
- finding budgeting or comparing prices unusually difficult
- needing a calculator for calculations that other people seem to complete automatically
- difficulty estimating amounts, quantities or time
- avoiding work tasks involving numbers
- becoming confused by several steps in a numerical task
- difficulty understanding tables, graphs or numerical information
- having very low confidence around maths after finding it difficult for many years.
Can someone have difficulties in more than one area?
Yes. A person can have difficulties in more than one area of learning.
For example, someone may have difficulties with both reading and maths. Another person may have difficulties with reading, spelling and written expression. Someone else may find maths difficult while reading and writing are relative strengths.
This is why a learning assessment should look at the person’s broader learning profile rather than assuming one difficulty explains everything.
Learning difficulties can affect more than school results
Learning difficulties can affect much more than marks on a report card.
For children and teenagers, repeated struggles with reading, writing or maths can affect confidence, enjoyment of school, willingness to participate and how they see themselves as learners. Some children begin saying things such as “I’m dumb” or “I’m bad at school” even though they may have many areas of strength. Homework and tests can also become a major source of frustration or worry.
Adults may have spent years working around their difficulties. They may avoid certain tasks, take much longer than other people, rely heavily on technology or other people to check their work, or feel embarrassed about things they have always found difficult. Learning difficulties can also influence decisions about study, jobs or career progression.
Research also shows that anxiety and depressive symptoms are more common among people with Specific Learning Disorders. This does not mean that a learning disorder automatically causes anxiety or depression. However, emotional wellbeing is important to consider, particularly when someone has experienced years of frustration, negative feedback or feeling that they are not as capable as other people.
Can learning disorders occur alongside ADHD, autism or other conditions?
Yes. Specific Learning Disorders can occur alongside other conditions. ADHD is particularly important to consider because learning disorders are more common among people with ADHD than in the general population.
Learning difficulties may also occur alongside autism, developmental language difficulties, developmental coordination difficulties and emotional concerns such as anxiety.
Sometimes different difficulties can look similar from the outside. A child who does not finish written work might be struggling with spelling, written expression, attention, language, handwriting, motor coordination, processing speed, anxiety, or several of these things together.
The same can happen for adults. Someone who avoids reports or study may have difficulty with reading or writing, but attention, anxiety, language or other factors may also be contributing.
Assessment helps us look at the broader pattern instead of assuming that one test result or one behaviour explains everything. More than one condition can also be present at the same time.
You can read more about our ADHD assessment and Autism assessment services.
What causes a Specific Learning Disorder?
Specific Learning Disorders are neurodevelopmental conditions. Research suggests that genetic, brain-based and environmental factors can all play a role.
They are not simply caused by low intelligence, laziness, poor motivation or someone “not trying hard enough”.
At the same time, not every difficulty with reading, writing or maths is a Specific Learning Disorder. Learning can also be affected by interrupted or limited education, language background, hearing or vision difficulties, intellectual disability, medical or neurological conditions, attention, language, emotional wellbeing and other developmental factors.
This is why assessment looks at more than a test score. The aim is to understand what is difficult, what may be contributing and what support may be useful.
A learning difficulty does not define a person’s ability
Finding reading, writing or maths difficult does not mean that someone is not intelligent or capable.
A person may have significant difficulty in one area while having strengths in areas such as speaking, reasoning, creativity, practical problem-solving, visual thinking, memory for particular information or other areas.
A good assessment should help us understand strengths as well as difficulties.
What happens during a learning difficulty assessment?
Learning assessments are also sometimes described as educational assessments or psychoeducational assessments. The assessment needed will depend on the person and the questions being explored.
90-minute initial appointment
Every assessment at The Psychology Hub begins with a 90-minute initial appointment. This appointment is part of the assessment itself.
During this appointment, your psychologist will talk with you about the difficulties you or your child are experiencing, what learning has been like over time, previous support or assessments, areas of strength, and what you would like the assessment to help explain.
We do not assume that everyone needs exactly the same tests. After the initial appointment, your psychologist will recommend what else is needed and you will receive a quote for the remaining parts of the assessment before deciding whether to continue.
Questionnaires and information gathering
You or your child may be asked to complete questionnaires or other measures. Where helpful and with consent, information may also be gathered from parents, teachers, partners or other people who know the person well.
Your psychologist may review information such as school reports, previous assessment reports, intervention records, letters, emails or other relevant correspondence.
Testing sessions
Testing will depend on the questions being explored. This may include academic achievement testing using a measure such as the WIAT-III, including a reading assessment, spelling assessment, writing assessment or maths assessment.
Testing may look at skills such as word reading, reading accuracy and speed, reading comprehension, spelling, written expression, number skills, calculation and mathematical reasoning.
Feedback appointment
Once the information has been brought together, your psychologist will meet with you to explain the findings, what they mean and the recommendations.
Draft report
You will receive a draft report so you can check factual information and raise any questions before the report is finalised.
Final report
Your psychologist will then finalise the report, including the assessment findings, conclusions and recommendations.
What tests might be used in a learning difficulty assessment?
The tests used will depend on the person’s age, the areas they are finding difficult and the questions the assessment needs to answer. Not everyone needs the same combination of tests.
Academic achievement testing may include the Wechsler Individual Achievement Test (WIAT-III). The WIAT looks at different areas of learning, which may include reading, reading accuracy and fluency, reading comprehension, spelling, written expression, numerical skills, maths fluency and mathematical problem-solving.
Where cognitive testing would provide useful additional information, the psychologist may also use a cognitive or IQ assessment such as the WISC-V, WPPSI, WAIS or Stanford-Binet Intelligence Scales, Fifth Edition (SB5), depending on the person’s age and individual needs.
An IQ test is not automatically required to diagnose a Specific Learning Disorder. Cognitive testing is included when it is clinically useful and helps answer the questions being explored.
Other questionnaires or measures may also be recommended where there are questions about areas such as attention, executive functioning, language, adaptive functioning or emotional wellbeing. This will be discussed with you before anything additional is added to the assessment.
Because the assessment is tailored to the person, clients pay across the different stages of the assessment rather than for one fixed package. What is required varies from person to person.
What might recommendations include?
Recommendations are based on the individual assessment findings. They will be different for different people.
Depending on the results, recommendations may include:
- targeted reading, spelling, writing or maths support
- classroom adjustments
- strategies to make learning tasks more manageable
- extra time or other assessment arrangements where appropriate
- reducing unnecessary copying
- breaking long written instructions into smaller steps
- text-to-speech or speech-to-text technology
- support with note-taking
- alternative ways of accessing information or showing knowledge
- strategies for university, TAFE or workplace tasks
- further assessment where another area needs to be explored
- referral to another professional where useful.
A diagnosis is not the only useful outcome of a learning assessment. If someone has real learning difficulties but does not meet criteria for a Specific Learning Disorder, the assessment can still help explain their strengths and difficulties and guide practical support.
Do you need the assessment for a particular purpose?
If you need the assessment or report for a particular purpose, please let us know before the assessment. This might include school or university adjustments, examination provisions, workplace accommodations or requirements from another organisation.
If you have been given particular assessment or report requirements, please send them to us. Knowing what the report will be used for helps your psychologist consider this when planning the assessment.
The organisation receiving the report will make its own decision about eligibility for particular adjustments, funding or supports.
Frequently asked questions
Can someone be intelligent and still have dyslexia or a Specific Learning Disorder?
Yes. Having dyslexia or another Specific Learning Disorder does not mean that someone is not intelligent. A person can have significant difficulty with reading, writing or maths while having strengths in many other areas.
Is reversing letters a sign of dyslexia?
Letter or number reversals can occur while children are learning to read and write. On their own, they do not mean that a child has dyslexia.
Dyslexia involves a broader and ongoing pattern of difficulty with skills such as reading words accurately or fluently, decoding and spelling. Assessment looks at the whole pattern rather than one sign.
Can someone have more than one learning disorder or learning difficulty?
Yes. Difficulties with reading, writing and maths can occur separately or together. A person can also have difficulties with several skills within the same area.
Assessment looks at the broader learning profile so that one difficulty is not assumed to explain everything.
Can someone have ADHD and a Specific Learning Disorder?
Yes. ADHD and Specific Learning Disorder commonly occur together. Attention difficulties can also affect learning even when someone does not have a Specific Learning Disorder.
This is one reason we consider the broader picture rather than looking only at academic test scores.
You can read more about our ADHD assessment service.
What if my child has learning difficulties but does not meet criteria for a Specific Learning Disorder?
That does not mean the difficulties are unimportant.
A child may have meaningful difficulties with reading, spelling, writing, maths or learning more broadly without meeting all the criteria for a diagnosis. Assessment can still help us understand where they are struggling, their areas of strength and what support may be useful.
What if I am an adult with learning difficulties but have never been diagnosed?
Adults can absolutely be assessed for learning difficulties.
Some people reach adulthood without their difficulties ever being identified. They may have developed ways of coping, avoided tasks they find difficult, or managed until university, further study or work became more demanding.
An adult learning assessment can explore longstanding difficulties with reading, spelling, writing or maths and how these affect study, work or everyday life.
Can adults be assessed for dyslexia?
Yes. A dyslexia assessment for adults can explore longstanding difficulties with reading, reading speed, spelling and related skills. It can also consider how those difficulties affect work, study and everyday tasks.
Do I need an IQ test for dyslexia or a Specific Learning Disorder assessment?
Not necessarily. An IQ test is not required simply to diagnose a Specific Learning Disorder.
Assessment looks at the person’s academic skills, the history of the difficulties, how long they have been present, learning opportunities and support, how the difficulties affect everyday life, and whether something else may better explain them.
For some people, a cognitive assessment or IQ testing is useful because it can provide additional information about how they learn, their strengths, and areas such as reasoning, working memory or processing speed. Whether it is recommended depends on the individual and what the assessment needs to answer.
How long does a learning assessment take?
The amount of assessment needed is different for each person.
Everyone begins with a 90-minute initial assessment appointment. After that appointment, your psychologist will recommend what further testing, questionnaires or information is needed and provide a quote before the remaining assessment continues.
The total time also depends on what needs to be assessed, how quickly questionnaires or supporting information are returned, and appointment availability.
Where and how we offer assessments
Learning difficulty assessments are available at our North Lakes clinic, north of Brisbane, and online where appropriate for clients across Australia.
Ready to take the next step?
If school, study or work is costing far more effort than it should, an assessment tells you why, and what will actually help.
You do not need a referral to begin. Book a 90-minute initial appointment, or a free 10–15 minute discovery call if you would like to talk it through first. If you are not sure this is the right assessment, say so when you enquire – working that out is part of what the initial appointment is for.
New to the clinic? See what happens at your first assessment appointment.
