Second, it is important to note that, by definition, an adult who has learning disabilities is of average or above average intelligence. This wide span of ability means that it is possible for IQs to be low average to high or even gifted. For example, what is problematic in a grade-school student can be very different from what is manifested in an adolescent with a learning disability. Similarly, learning disabilities in adulthood present some different themes, challenges, and issues. First, academic skills that were not mastered during the school-age years remain difficult.
Problems arise in such areas as reading, math, spelling, and writing.
In each case, there can be a wide variety of reasons for lack of attainment of academic skills. In reading, for example, the reason might be poor comprehension enhancement strategies. Finally, in writing, whether the problem is spelling, handwriting, or written expression, there can be many reasons for apparent difficulties. These psychological processes include cognition, perception, language, attention, motoric abilities, and social skills. There also are numerous secondary characteristics relevant to the adult learning disabled experience.