Specific Learning Disabilities (SLD)

A practical guide to understanding SLD (dyslexia, dysgraphia, dyscalculia), how schools identify it, and how to build an IEP with the right instruction, accommodations, and progress monitoring.

What SLD Means (under IDEA)

Specific Learning Disabilities (SLD) are difficulties in one or more basic psychological processes involved in understanding or using language. In school, that usually looks like challenges in:

Reading – decoding/phonics, fluency, or comprehension (often called dyslexia)
Writing – spelling, grammar, organization, sentence/paragraph structure (dysgraphia)
Math – number sense, calculation, problem solving (dyscalculia)
Language – listening comprehension and/or oral expression

SLD is not caused primarily by lack of instruction, vision/hearing issues, intellectual disability, emotional disturbance, cultural factors, or limited English proficiency.

Eligibility & Evaluation

Districts use one or more of the following approaches—documented in the evaluation report and considered by the IEP Team:

RTI/MTSS – inadequate progress despite research-based interventions delivered with fidelity.
Pattern of Strengths & Weaknesses (PSW) – a clear, consistent pattern in cognitive/academic strengths and weaknesses aligned with SLD.
IQ–Achievement Discrepancy – less common now, but still used in some places.

What a thorough evaluation includes:

Norm-referenced achievement tests (reading, writing, math subtests)
Classroom data & work samples with error analysis
Progress-monitoring probes from interventions (CBM like ORF/WCPM, MAZE, math fact fluency)
Observations across settings; checks for instruction/attendance/vision/hearing
Processing measures when PSW is used (phonological, rapid naming, working memory, etc.)

Instruction That Works

Reading (dyslexia)

Structured Literacy: explicit, systematic phonemic awareness & phonics
Decoding/encoding, irregular words, fluency, vocabulary, comprehension
Daily, high-dosage small groups or 1:1; decodable text; cumulative practice

Writing (dysgraphia)

Explicit instruction in sentence combining & text structure
Spelling patterns, handwriting or keyboarding, revision routines
Graphic organizers; speech-to-text when needed

Math (dyscalculia)

CRA sequence: concrete → representational → abstract
Number sense, fact fluency, place value, schemas for word problems
Spiral review; immediate error correction and modeling

If growth is flat for 6–8 weeks, intensify: smaller group, longer sessions, or a different evidence-aligned approach.

IEP Essentials (what to put in writing)

Present Levels (PLAAFP)

Reading: decoding accuracy by pattern, WCPM (oral reading fluency), comprehension accuracy with grade-level text
Writing: spelling error types, sentence-level skills, organization; rubric scores on authentic samples
Math: fact rates, error patterns, multi-step problem accuracy, place-value understanding

Sample Measurable Goals

Reading (decoding/fluency):
By 36 instructional weeks, given decodable Grade 3 text, student will read at 115+ WCPM with ≥97% accuracy across 3 consecutive probes.

Writing (sentence combining):
By 30 instructional weeks, student will produce multi-sentence paragraphs using correct capitalization, ending punctuation, and varied conjunctions in 4/5 weekly samples.

Math (word problems):
By 32 instructional weeks, student will solve 2-step addition/subtraction word problems with regrouping at ≥80% across 3 data points using a schema strategy.

Specially Designed Instruction (examples)

Structured literacy, 45 min/day, 5x/week, group ≤3; cumulative review; decodable text
CRA math instruction, 30–45 min/day, 5x/week, with explicit problem-solving routines
Writing lab with explicit sentence/paragraph instruction and weekly feedback

Progress-Monitoring Plan

Tools (e.g., ORF/WCPM probes, MAZE, math fact probes, rubric-scored writing samples)
Frequency (biweekly or monthly) and decision rules (e.g., change instruction if growth < aimline for 6 weeks)

Accommodations & Access Supports

Reading

Text-to-speech / audiobooks
Reduced independent reading load; pre-taught vocabulary
Copies of slides/notes; quiet space for tests

Writing

Speech-to-text, word prediction, spelling/grammar tools
Graphic organizers; chunked prompts
Extended time; alternate response formats

Math

Manipulatives or visual models; reference sheets
Read-aloud of word problems when decoding is the barrier
Step-by-step scaffolds; frequent checks for understanding

Accommodations provide access; SDI builds skill. Students often need both.

Recommended Resource

Practical, parent-friendly support for building reading skills and study routines at home.

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Progress Monitoring: What “Good” Looks Like

Regular, graphed data compared to an aimline (goal trajectory)
Visible growth in accuracy, rate, and independence over time
Instructional changes when data are flat (don’t “wait and see” for a whole year)

Rule of thumb: If the student is below the aimline for ~6–8 weeks, intensify the plan (time, group size, approach), then re-check the data.

At-Home Strategies

Short, daily practice (5–15 minutes) on one target skill—keep it success-oriented
Read-alouds or audiobooks to build knowledge and vocabulary
Keyboarding, text-to-speech, and speech-to-text for access
Low-pressure math games that build number sense and fact fluency

FAQs

Yes. Many students with SLD have average or above-average intelligence; SLD reflects a specific skill gap, not overall ability.

Accommodations remove access barriers; specially designed instruction treats the underlying skill gap. Both are usually needed and should be documented separately in the IEP.

With the right intensity, you should see steady movement toward grade-level benchmarks. If data are flat for 6–8 weeks, the team should adjust the plan (time, group size, approach).