Diagnosis information

Specific learning disorder

Core diagnostic criteria, specifiers, differential considerations, and documentation support in one open, scan-friendly view.

F81.xNeurodevelopmentalLocal clinical reference

Criteria: 4 criteria, A–D
Specifiers: 6 specifiers
Differentials: 5 considerations
Severity specifier: Supported

Core diagnostic criteria

All criteria are shown. No expand controls or hidden sections.

A
Core criterion A
Difficulties learning and using academic skills despite intervention; ≥1 of 6 symptoms for ≥6 months: inaccurate/slow word reading; difficulty decoding; poor spelling; difficulties with written expression; poor number sense; mathematical reasoning difficulties
B
Core criterion B
Affected skills substantially and quantifiably below expected for chronological age; confirmed by standardised assessment; cause significant interference with academic/occupational performance or daily activities
C
Core criterion C
Onset in school-age years (may not fully manifest until academic demands exceed limited capacities)
D
Core criterion D
Not better explained by intellectual disability; inadequate educational instruction; visual/auditory acuity; other mental/neurological disorders; psychosocial adversity; lack of proficiency in language of academic instruction

Specifiers

With impairment in reading (dyslexia): Persistent difficulties with word reading accuracy, reading rate or fluency, and/or reading comprehension.
With impairment in written expression (dysgraphia): Persistent difficulties with spelling accuracy, grammar, punctuation accuracy, or clarity of written expression.
With impairment in mathematics (dyscalculia): Persistent difficulties with number sense, arithmetic facts, calculation, or mathematical reasoning.
Mild: Difficulties in one academic area; able to compensate with appropriate supports.
Moderate: Marked difficulties in one or more academic areas; requires specialised teaching and accommodations.
Severe: Severe and pervasive difficulties; requires intensive individualised instruction and ongoing support.

Documentation support

Consistent with [Specific Learning Disorder] [specifier(s)]. Since the school-age years, there have been persistent difficulties learning and using academic skills including inaccurate or slow and effortful word reading; difficulty understanding the meaning of what is read; difficulties with spelling; difficulties with written expression; difficulties mastering number sense, number facts, or calculation; difficulties with mathematical reasoning, forming a pattern of academic skill deficits that persist despite targeted intervention. The presentation is further characterised by academic skills substantially and quantifiably below those expected for age, with learning difficulties that interfere with academic or occupational performance, and a stable, non-episodic course. These difficulties have resulted in clinically significant impairment in academic, occupational, or daily functioning, and the pattern is not better explained by intellectual disability, uncorrected sensory impairment, inadequate instruction, language barriers, psychosocial adversity, another neurodevelopmental disorder, or a primary medical or neurological condition.

Adapt this supplied template to the assessment. It is not a substitute for diagnostic reasoning or local documentation requirements.

DSM-5 DiagnosisDSM-ndv-specific-learning-disorderSupplied local catalogue