Specific Learning Difficulties in Younger School-Aged Children
Learning difficulties represent a significant problem for children that needs to be identified and diagnosed in a timely manner. This paper describes the three most common learning difficulties encountered in younger school-aged children, namely: dyslexia, dysgraphia, and dyscalculia. In addition...
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| Language: | English |
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Institute for Human Rehabilitation
2025-04-01
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| Series: | Human Research in Rehabilitation |
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| Online Access: | https://human.ba/wpdm-package/full-text-315/?ind=1743592036586&filename=1743592036wpdm_Article-7.pdf&wpdmdl=2253&refresh=67ed34aabc7981743598762 |
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| _version_ | 1849710876492300288 |
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| author | Sasa Stepanovic Vladimir Ilic |
| author_facet | Sasa Stepanovic Vladimir Ilic |
| author_sort | Sasa Stepanovic |
| collection | DOAJ |
| description | Learning difficulties represent a significant problem for children that needs to be
identified and diagnosed in a timely manner. This paper describes the three most common
learning difficulties encountered in younger school-aged children, namely: dyslexia,
dysgraphia, and dyscalculia. In addition to a detailed analysis of the aforementioned
difficulties, this paper will also discuss the relationships between children with specific
learning difficulties and their peers and teachers. All of the above constitutes the theoretical
part of this master's thesis. Тhe methodological part of the research will analyze and
describe relevant scientific studies on the topic of specific learning difficulties in younger
school-aged children. In this master's thesis, we will attempt to determine the importance
of timely diagnosis and treatment of children who have problems with reading, writing,
calculation, and speech, in order to address these issues as quickly and efficiently as
possible from a professional standpoint, thus contributing to the children's success in
mastering school material. Additionally, the importance of examining how specific learning
difficulties (SLDs) affect the child's emotions, behavior, and environment will be explored.
Methods used include descriptive, analytical, comparative, and theoretical-methodological
approaches. The general hypothesis that children with specific learning difficulties require
multidisciplinary support due to psychological, behavioral, and emotional challenges, with
the key role of teachers and parents, has been fully confirmed. |
| format | Article |
| id | doaj-art-ffedafb3109942bfa6be234c07cf868d |
| institution | DOAJ |
| issn | 2232-9935 2232-996X |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Institute for Human Rehabilitation |
| record_format | Article |
| series | Human Research in Rehabilitation |
| spelling | doaj-art-ffedafb3109942bfa6be234c07cf868d2025-08-20T03:14:46ZengInstitute for Human RehabilitationHuman Research in Rehabilitation2232-99352232-996X2025-04-01151829210.21554/hrr.042507Specific Learning Difficulties in Younger School-Aged ChildrenSasa Stepanovic0Vladimir Ilic1College of Human Development, Belgrade, SerbiaCollege of Human Development, Belgrade, SerbiaLearning difficulties represent a significant problem for children that needs to be identified and diagnosed in a timely manner. This paper describes the three most common learning difficulties encountered in younger school-aged children, namely: dyslexia, dysgraphia, and dyscalculia. In addition to a detailed analysis of the aforementioned difficulties, this paper will also discuss the relationships between children with specific learning difficulties and their peers and teachers. All of the above constitutes the theoretical part of this master's thesis. Тhe methodological part of the research will analyze and describe relevant scientific studies on the topic of specific learning difficulties in younger school-aged children. In this master's thesis, we will attempt to determine the importance of timely diagnosis and treatment of children who have problems with reading, writing, calculation, and speech, in order to address these issues as quickly and efficiently as possible from a professional standpoint, thus contributing to the children's success in mastering school material. Additionally, the importance of examining how specific learning difficulties (SLDs) affect the child's emotions, behavior, and environment will be explored. Methods used include descriptive, analytical, comparative, and theoretical-methodological approaches. The general hypothesis that children with specific learning difficulties require multidisciplinary support due to psychological, behavioral, and emotional challenges, with the key role of teachers and parents, has been fully confirmed.https://human.ba/wpdm-package/full-text-315/?ind=1743592036586&filename=1743592036wpdm_Article-7.pdf&wpdmdl=2253&refresh=67ed34aabc7981743598762: difficultieslearningtreatmentspeech therapistschool |
| spellingShingle | Sasa Stepanovic Vladimir Ilic Specific Learning Difficulties in Younger School-Aged Children Human Research in Rehabilitation : difficulties learning treatment speech therapist school |
| title | Specific Learning Difficulties in Younger School-Aged Children |
| title_full | Specific Learning Difficulties in Younger School-Aged Children |
| title_fullStr | Specific Learning Difficulties in Younger School-Aged Children |
| title_full_unstemmed | Specific Learning Difficulties in Younger School-Aged Children |
| title_short | Specific Learning Difficulties in Younger School-Aged Children |
| title_sort | specific learning difficulties in younger school aged children |
| topic | : difficulties learning treatment speech therapist school |
| url | https://human.ba/wpdm-package/full-text-315/?ind=1743592036586&filename=1743592036wpdm_Article-7.pdf&wpdmdl=2253&refresh=67ed34aabc7981743598762 |
| work_keys_str_mv | AT sasastepanovic specificlearningdifficultiesinyoungerschoolagedchildren AT vladimirilic specificlearningdifficultiesinyoungerschoolagedchildren |