Peer-reviewed article
Specific Learning Difficulties in Younger School-Aged Children
Saša Stepanović, Vladimir Ilić ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This paper examines specific learning difficulties in younger school-aged children, focusing on dyslexia, dysgraphia, and dyscalculia. It explores how these difficulties affect children's relationships with peers and teachers, as well as their emotional and behavioral well-being. The research emphasizes the importance of early diagnosis and treatment, and confirms that children with learning difficulties need multidisciplinary support involving teachers, parents, and other professionals.
Key points
- Three most common specific learning difficulties in younger school-aged children are dyslexia, dysgraphia, and dyscalculia
- Timely diagnosis and treatment of learning difficulties in reading, writing, calculation, and speech are important for school success
- Specific learning difficulties affect children's emotions, behavior, and environment
- Children with specific learning difficulties require multidisciplinary support
- Teachers and parents play key roles in supporting children with learning difficulties
Limitations
This paper is primarily a theoretical review and description of learning difficulties rather than an empirical evaluation of interventions. The document does not provide quantitative outcome data or details about the specific scientific studies analyzed, limiting assessment of the strength and quality of evidence presented.
Abstract
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.