INTRODUCTION
Learning disorders (LD) are a heterogeneous group of disorders characterized by difficulties mastering academic skills. Academic skills are substantially and measurably below those expected for chronologic age and interfere with academic or occupational performance [1]. LDs are the most common form of learning disability in children.
LDs have a multifactorial etiology [2]. They typically manifest as a failure to acquire reading, writing, or math skills at grade- and age-expected levels. Learning problems that are outside of these traditional core domains, such as memory problems, attention problems, processing speed deficits, and difficulty managing social interactions, are not typically considered to be LDs. However, they may affect reading, writing, and math and may also require intervention.
The clinical features of LDs will be presented here. Educational definitions for LD, the evaluation of LD, educational interventions for LD, and the role of the primary care provider are discussed separately:
●(See "Specific learning disorders in children: Evaluation".)
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