The Prevalence and Gender Differences in Specific Learning Disorder
İşık Görker
Abstract
Learning process including reading, writing, and arithmetic skills in children requires a normal cognitive development period. The presence of signs of disabilities of these skills needs clinical assessment of a specific learning disorder (SLD), a neurodevelopmental disorder. Specific learning disorder which is defined in DSM-V with three types has various prevalence rates according to age, sex, developmental process, environmental factors, and different assessments applied in studies. Comorbidity with other mental disorders reveals more severe symptoms of it. And also if clinical and educational interventions are not performed, behavioral and emotional symptoms may accompany this diagnosis. In this chapter, studies on the prevalence of specific learning disorder are reviewed by considering these factors.