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Children
Special Issues
Early Identification of Learning Disorder in Children
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Early Identification of Learning Disorder in Children

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Neurology & Neurodevelopmental Disorders".

Deadline for manuscript submissions: closed (10 May 2025) | Viewed by 449

Special Issue Editors

Prof. Dr. Isaías Martin Ruiz

E-Mail Website
Guest Editor
Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy, University of Málaga, Málaga, Spain
Interests: learning disabilities; dyslexia; special education; socioemotional development in LD
Prof. Dr. Manuel Soriano-Ferrer

E-Mail Website
Guest Editor
Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy, University of Valencia, Valencia, Spain
Interests: learning disabilities; SLI; ADHD; special education; socioemotional development in LD

Special Issue Information

Dear Colleagues,

The presence of learning disorders in childhood has a significant impact on the lives of individuals and families, posing a limitation to their inclusion in personal, academic and social life.

Scientific research has made progress in the detection and evaluation of numerous learning disorders, but there is still no solid and uniform theoretical assessment.

The objective of this Special Issue is to invite researchers to disseminate their studies on processes, tools or techniques for the evaluation and detection of learning disorders in childhood and school-aged children. On numerous occasions, this diagnosis is usually postponed when the students are already advanced in their education timeline (around 9 or 10 years old), but current research may change this. The significant change in DSM 5 diagnostic criteria and new trends focused on intervention may be a milestone in the early detection of learning disorders. Also of interest are the socio-emotional and attributional consequences that children with learning disorders usually present.

On many occasions, children with learning disorders begin to show deficits in oral and written language, and sometimes also in mathematics.

Prof. Dr. Isaías Martin Ruiz
Prof. Dr. Manuel Soriano-Ferrer
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • identification
  • learning disorder
  • assessment
  • diagnostic processes
  • early identification variables
  • oral language development
  • neuropsychology
  • psycholinguistics
  • reading
  • writing
  • math

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Published Papers (1 paper)

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Research

17 pages, 385 KiB  
Article
Delivery of Pediatric Student-Led Speech and Language Therapy Services at a University Rehabilitation Clinic in Cyprus: Children Accessing Services
by Theodora Papastefanou, Paris Binos, Despo Minaidou, Kakia Petinou, Costas A. Christophi and Eleni Theodorou
Children 2025, 12(6), 671; https://doi.org/10.3390/children12060671 - 23 May 2025
Abstract
Background/Objectives: Early identification and intervention in speech and language therapy (SLT) are essential for children’s academic, social, and emotional development. In Cyprus, barriers such as long waiting lists, financial constraints, and limited public awareness restrict access to SLT services. University-led clinics offer a [...] Read more.
Background/Objectives: Early identification and intervention in speech and language therapy (SLT) are essential for children’s academic, social, and emotional development. In Cyprus, barriers such as long waiting lists, financial constraints, and limited public awareness restrict access to SLT services. University-led clinics offer a promising alternative by providing affordable, accessible care while training future clinicians. This study aimed to examine the demographic profiles, referral pathways, and diagnostic patterns of children accessing services at a university-led SLT clinic. By documenting referral trends and diagnostic outcomes, this study offers preliminary insights into patterns of service use and potential access disparities in the Cypriot context. Methods: A retrospective analysis was conducted using records from 235 children, aged 0;7 to 15 years, assessed at the University Rehabilitation Clinic between 2015 and 2024. Data included age, gender, socioeconomic status (SES), bilingualism, referral source, and diagnostic outcomes. Diagnoses were classified using Bishop et al.’s (2016) framework. Results: Significant associations were identified between age, parental education, referral source, and diagnostic category. Older children (9;1–12 years) demonstrated a markedly increased likelihood of receiving a developmental language disorder (DLD) diagnosis. Higher parental education levels and referrals from teachers or parents were also predictive of DLD and other communication impairments. Bilingualism was not a significant predictor of diagnostic category. Conclusions: The findings suggest that university-led clinics may serve as an important access point for underserved populations in Cyprus. This study provides preliminary evidence concerning demographic and referral factors that can inform outreach strategies and future service planning. Full article
(This article belongs to the Special Issue Early Identification of Learning Disorder in Children)
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