'Learning problems' is a term that is frequently used to describe issues with learning to read and write, but it is also used to describe issues with learning other subjects, like mathematics. Internal variables (inherent, medical, physical, neurological), AND/OR external factors (family, community, opportunities, experiences), can all contribute to learning challenges. Internal factors, also known as specific or significant learning difficulties (in Australia and the UK) or learning disabilities (in the US and Canada), are intrinsic to the individual, can cause a person to learn differently, and are typically life-long. Generally speaking, dyslexia is seen as a learning disability or particular learning challenge. 

According to Australian polls, 10 to 16 percent of pupils are thought by their teachers to have learning challenges and need further support, particularly in reading, then what is often provided by classroom teachers. These rates resemble those that have been reported in the USA and the UK. A smaller subset of students who exhibit chronic and long-lasting learning impairments are recognised as having a learning disability within the community of pupils with learning challenges. A learning disability affects 4% or so of Australian students, according to estimates. 

Two types of primary school students are having trouble learning to read. If given the proper reading education in the classroom, many could read at an age-appropriate level. However, others would continue to struggle even if they received the greatest, most organised, and evidence-based classroom reading training. These kids are frequently referred to as dyslexia. Both groups of kids need assistance, but the time it takes and the intensity of the intervention will differ depending on the severity of the problem and its root. 

On two key factors, expert opinions on dyslexia are broadly in agreement. The first way to recognise dyslexia is as a developmental obstacle to learning to read. Second, the protracted discussion regarding its presence should make room for the development of professional expertise in recognising dyslexia and creating efficient strategies for assisting students in overcoming its consequences. Additionally, it is generally accepted that the earlier dyslexia challenges are detected, the greater the likelihood that children will be put on the path to success. Click here for learning disabilities in adults and children.