At a glance
- A specific learning disability entails persistent difficulties in reading (dyslexia), writing (dysgraphia), or math (dyscalculia) skills that cannot be explained by intelligence or educational opportunities.
- Deniz Yıldızı Special Education conducts evaluations and refers the family to a physician when necessary.
- During evaluation, the OYAB (Reading and Writing Assessment Battery) and EROT (Early Literacy Test) are administered and repeated by a special education teacher based on need.
- To distinguish from attention difficulties, the OYAB, EROT, CAS, and school homework and notebook samples are evaluated together.
- The Individualized Education Program is prepared by the team and updated every 3 months; progress is tracked via periodic testing and observation notes.
- With the family's consent, school collaboration is ensured through teacher meetings, homework planning, and school visits.
Prepared by: Deniz Yıldızı Special Education content team · Scientific review: Psychologist (MSc) Burcu Cebeci Gürel · Last updated: 15 September 2026
What is a specific learning disability?
A specific learning disability is when a child struggles significantly and persistently to learn foundational academic skills like reading, writing, or math, beyond what is expected for their age and education. It is a neurodevelopmental condition; meaning it relates to how the brain processes information.
The word “specific” means the difficulty is localized to a certain area. These children generally have intelligence on par with their peers; they can be highly articulate, curious, and creative. The issue is not intelligence, reluctance, or lack of effort.
A specific learning disability can occur on its own or alongside other conditions like Attention Deficit Hyperactivity Disorder (ADHD). Therefore, it is vital to carefully isolate the source of the difficulty during the evaluation.
An unrecognized learning disability can eventually affect not just grades, but how the child views themselves. Feeling left behind in class, a child may start avoiding school, homework, or reading aloud. Early evaluation is essential to safeguard both academic goals and the child's enthusiasm for learning.
What is the difference between dyslexia, dysgraphia, and dyscalculia?
The examples below are to raise awareness. A child showing a few of these signs does not automatically mean they have a learning disability.
| Type | Where do they struggle? | How is it noticed at home and school? |
|---|---|---|
| Dyslexia | Reading: letter-sound matching, fluent and accurate reading, reading comprehension | Mixing up letters, reading very slowly by sounding out words, skipping lines, avoiding reading |
| Dysgraphia | Writing: letter formation, spelling rules, putting thoughts onto paper | Hard-to-read handwriting, skipping letters and syllables, inability to write on the line, getting tired quickly while writing |
| Dyscalculia | Math: number concepts, the four operations, number sequence and magnitude | Continuing to count on fingers for simple math, writing numbers backward, unable to memorize the multiplication table, struggling to read the time |
When should you seek an evaluation for suspected learning disabilities?
Request an evaluation in these situations
- If they struggle significantly more than peers to learn sounds, letters, and rhyming words during preschool
- If they still have a hard time learning to read despite receiving support after starting school
- If they read texts very slowly and have trouble understanding them
- If their handwriting is illegible, and skipping letters/syllables is frequent and persistent
- If they lag noticeably behind peers in number concepts and simple arithmetic
- If they score very poorly on written exams despite explaining concepts well verbally
- If homework time is a daily source of intense tension, crying, or avoidance
Thoughts that delay evaluation
- “They could do it if they tried, they're just lazy”
- “They started school, no need for extra support; they'll learn there”
- “They will grow out of it”
- Trying to solve the issue solely by forcing more homework and repetition
- Assuming attention deficit and learning disabilities are the exact same thing
- Trying to self-diagnose at home using lists on the internet
How do the evaluation and education processes for learning disabilities work?
Scheduling an appointment and Comprehensive Expert Consultation
In a roughly 1-hour meeting with Psychologist (MSc) Burcu Cebeci Gürel, we discuss your child's developmental history, school background, and areas of struggle in detail.
Reading, writing, and cognitive evaluation
Our special education teacher administers the OYAB or EROT based on need; each takes 30–60 minutes. If attention issues are suspected, our psychologist administers the CAS. School homework and notebook samples are also reviewed.
Sharing findings and referral
The results are explained to you in clear, understandable language. If a diagnosis is required, a medical referral is made; we also explain the Guidance and Research Centre (RAM) report process to you over the phone or in person.
Parent education
We talk about how to organize homework time at home, how to support your child's strengths, and how to protect their self-confidence.
Individualized Education Program
The team collaboratively writes the goals, updating them every 3 months.
Monitoring and school cooperation
Tests like OYAB and EROT are repeated as necessary to track progress. With the family's approval, we contact the teacher, draft homework plans, and conduct school visits when required.
Which tools do we utilize in learning disability evaluations?
Tools are chosen based on the child's age and the reason for applying; no single tool makes the final decision.
OYAB — Reading and Writing Assessment Battery
Examines the child's reading and writing skills in depth. Administered and repeated by a special education teacher at our center according to need; takes 30–60 minutes.
EROT — Early Literacy Test
Looks at the early literacy skills that form the foundation for reading and writing. Administered and repeated by a special education teacher based on need; takes 30–60 minutes.
CAS — Cognitive Assessment System
Measures planning, attention, and information processing skills. Administered by a psychologist to children over age 5 who show risks in attention and executive functions.
School homework and notebook samples
Demonstrates the child's actual classroom performance; clues like skipped letters, spelling mistakes, and calculation errors are interpreted alongside tests.
Observation notes
Observation notes taken during sessions are used to track progress and identify the methods through which the child learns best.
Family and teacher insights
Understanding what happens during homework time and in the classroom helps us translate the evaluation results into everyday life.
How is the education program for learning disabilities structured?
The program is custom-made for the child based on the strengths and weaknesses revealed during evaluation. Our team writes the Individualized Education Program (IEP) together and updates it every 3 months.
Individual and group sessions are mapped out as a mix according to the child's needs. For students with a RAM report, session limits are defined by the report. For those without a report, we decide the session frequency together with the family.
Progress is monitored by repeating tests like the OYAB and EROT periodically when needed, along with session observation notes. We give you a brief summary of what was worked on at the end of every session. Our goal is to support not only their grades but also their self-confidence in learning.
How do we cooperate with schools regarding learning disabilities?
A child spends the majority of their day at school. We explain the importance of school collaboration to every family, and with their consent, we contact the school.
- Teacher meetings: We share the areas the child struggles with and the methods that work with their teacher.
- Homework planning: We try to establish a plan for the amount and format of homework that suits the child's needs.
- School visits: When necessary, our educational coordinator and educator will conduct in-person school visits.
- Communicating with outside educators: If the child receives support from another educator, we maintain a unified approach through regular phone calls.
- Common language with the family: We regularly share information so that the same goals are worked towards at home, at school, and at our center.
What do the terms in learning disability reports mean?
- Specific learning disability
- A significant and persistent difficulty in reading, writing, or math skills that cannot be explained by intelligence or educational opportunities.
- Dyslexia
- Specific learning disability in reading; difficulty with letter-sound matching, fluent reading, and reading comprehension.
- Dysgraphia
- Specific learning disability in writing; difficulty with handwriting, spelling, and translating thoughts to text.
- Dyscalculia
- Specific learning disability in math; difficulty with number concepts and calculations.
- Reading fluency
- The ability to read text accurately, at an appropriate pace, and with meaningful expression.
- Early literacy
- Foundational skills that develop before reading, such as phonemic awareness, letter knowledge, and print concepts.
- OYAB
- Reading and Writing Assessment Battery; an evaluation tool that examines reading and writing skills.
- EROT
- Early Literacy Test; a test evaluating the foundational skills for reading and writing.
- IEP
- Individualized Education Program; a customized plan outlining specific goals for a child. Updated every 3 months at our center.
- RAM report
- A report issued by the Guidance and Research Centre regarding a child's educational needs.
Frequently asked questions
Can I receive a specific learning disability diagnosis at your institution?
No. Our institution evaluates reading, writing, and cognitive skills, shares the findings with you, and refers you to a physician when necessary.
Does dyslexia mean intellectual disability?
No. Children with specific learning disabilities typically have intelligence levels similar to their peers. The struggle is localized to a specific area, like reading; this does not reflect the child's general intelligence or effort.
My child works hard but cannot read, is it laziness?
In a child who studies hard but makes no progress, the issue is rarely laziness. The thought that “they could do it if they tried” often delays evaluation. An evaluation helps you pinpoint exactly where the difficulty stems from.
What is the OYAB test, and who administers it?
The OYAB (Reading and Writing Assessment Battery) is a tool that examines a child's reading and writing skills. At our center, a special education teacher administers and repeats it based on need; it takes 30–60 minutes.
To which children is the EROT test administered?
The EROT (Early Literacy Test) examines early foundational skills for reading and writing. At our center, it is administered by a special education teacher based on the child's needs and is repeated when necessary.
How do you distinguish a learning disability from an attention deficit?
The two conditions can look alike and may co-occur in the same child. To differentiate them, we use OYAB, EROT, CAS, and school homework and notebook samples together, and refer to a physician when required.
When will the learning disability go away?
A specific learning disability should not be thought of as a condition that completely disappears; however, with proper support, a child can develop learning strategies that work for them. Progress speeds vary for each child and are regularly shared with you.
How long does education take?
The duration varies depending on the area of difficulty, age, and progress; giving an exact timeframe in advance is not accurate. The program is updated every 3 months, and tests are repeated as needed to evaluate progress together.
At what age should I seek an evaluation?
Even in preschool, if there are prominent difficulties learning sounds and letters, you can consult an expert. If persistent struggles with reading, writing, or math continue after starting school despite support, we advise seeking an evaluation without delay.
Can we receive support without a RAM report?
Yes. For students with a RAM report, session numbers are determined by the report; for those without, we plan the session frequency together with the family. We also explain the RAM report process to you either face-to-face or on the phone.
Do you get in touch with the school?
Yes, if the family approves. Teacher meetings and homework plans are organized; when necessary, our educational coordinator and educator perform school visits.
How can I support my child during homework time at home?
Breaking homework into short segments, pointing out the steps the child gets right, and keeping homework time conflict-free can help. We share personalized, actionable strategies during parent education and in post-session updates.
My child struggles with both reading and math; can we work on both?
Yes. During evaluation, each challenging area is identified separately, and distinct goals can be written for each area in the Individualized Education Program. The team and the family decide together which area to prioritize based on the results.
Are the sessions individual or group?
Individual and group works are planned as a mix based on the child's needs. The team decides the ratio of these sessions based on the evaluation findings.
