Some learning differences are not statistically significant to meet state guidelines to qualify a student as having a learning disability but are significant enough so that the student is unable to achieve to a level commensurate with his or her cognitive ability. Dyslexia is considered a difficulty in learning to read, unrelated to intelligence or motivation. Current research indicates that the difficulty occurs in the processing of language and the inability of the brain to fluidly break down or decode the smallest units of sound in language known as phonemes. This in turn makes it difficult to identify novel words, makes it difficult to read fluently, creates difficulty with comprehension and generally makes reading unpleasant. Dysgraphia is considered by many to be difficulty with the physical action of writing - the formation of the letters, spacing of letters and words, pencil grip, slow writing speed and so on.
Dyscalculia refers to a difficulty with mathematics due to processing issues.
Recall of basic math facts, difficulty with written symbol codes, counting difficulties and the concept of number all fall into the area of dyscalculia. Less research has been done in this area than other areas of learning disablities. A Written Expression Disability is characterized by difficulty with organization and sequencing of written ideas, difficulty with mechanics, difficulty with spelling, difficulty with word retrieval and difficulty with elaboration of ideas. This also is found with other disabilities such as ADHD and dyslexia. Central Auditory Processing Deficit- Central Auditory Processing Deficit is a difficulty in translating the sounds heard into meaning in the brain.