According to many academic studies, learning disorders in young children can be expressed in various forms. It is said that in the learning situation where visual and auditory skills are used, one might wonder if a child is suffering from a learning disability.
Children who have difficulty with visual processing face problems with visual discrimination, visual memory, or visual closure of letters and words. Young children’s visual processing and subsequent spelling problems are considered one of the early signs of learning disorders and pose the risk of leading to reading disorders. On the other hand, children who have difficulty with auditory processing have problems with speech recognition, auditory discrimination, auditory memory, and auditory arrangement and mixing. For children who start learning to read, the listed difficulty can pose a potential threat to reading as a whole.
Much of the learning depends on whether the language has been well acquired, and for young children, language acquisition plays a vital role in developing the ability to think and understand abstract concepts during the development process. According to researchers, language acquisition problems with which were not dealt at an early age can cause bigger problems.
The usual cases in which one can doubt whether a child is experiencing language-related learning problems include if the child speaks too little or not at all at a certain age, or has difficulty using grammar or syntax correctly, a significantly lower vocabulary related to learning, and a low understanding of verbal language. The psychological and psycho-educational approach at our “Active Learning Center” is delicately addressed based on such academic theory.
