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: 10 May 2025 | Viewed by 408
Special Issue Editors
Interests: learning disabilities; dyslexia; 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
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Keywords
- identification
- learning disorder
- assessment
- diagnostic processes
- early identification variables
- oral language development
- neuropsychology
- psycholinguistics
- reading
- writing
- math
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