Key Takeaways

• Early indicators of learning disorders often appear in language development, motor coordination, and difficulty following instructions.
• Behavioral and social challenges such as frustration, avoidance, and trouble reading social cues may signal deeper learning difficulties.
• Early identification allows children to access effective supports like speech therapy, occupational therapy, and targeted academic interventions.
• Standardized assessments help clarify cognitive strengths and weaknesses, shaping individualized support plans for long-term success.
• Collaboration among caregivers, educators, pediatricians, and psychologists is essential for accurate evaluation and coordinated care.

Shenae Whitehead, a licensed psychologist and clinical director of Heart to Heart Counseling and Wellness Center, PLLC, specializes in psychological assessment and evidence-based therapeutic interventions for children, adolescents, and adults.

With extensive experience administering tools such as the WISC-V, Vineland-3, and MMPI-2, Shenae Whitehead works closely with schools, families, and community organizations to identify developmental and learning challenges early. Her clinical expertise spans trauma-informed therapies including EMDR, CPT, TF-CBT, DBT, and attachment-based interventions such as Theraplay. Dr. Whitehead also leads The Stacy Jones Foundation, Inc., supporting foster youth, low-income families, and young women pursuing higher education.

With a strong background in evaluating cognitive and academic functioning, she provides insight into the earliest warning signs that may indicate a learning disorder and explains why early detection is essential for long-term academic and emotional success.

Early Indicators of Learning Disorders

Learning disorders, or learning disabilities, are conditions in which the brain processes certain types of information less effectively, resulting in the individual struggling to write, read, calculate, or manage other academic tasks, even when they have an above-average or average level of intelligence. These disorders are usually not due to a lack of effort, intellectual disability, or poor teaching; instead, they are a function of neurodevelopmental differences.

Language delay is one of the earliest warning signs of learning disorders. Children may start talking later than their peers, struggle to form complete sentences, or use fewer words. They might also have difficulty understanding basic instructions or expressing their needs more clearly. Some children may find it challenging to recognize rhyming patterns, pronounce words correctly, and remember simple songs. These early difficulties often suggest underlying problems with language processing.

Issues with motor skills are also signs of learning disorders. Motor skills delay often becomes apparent when the child has difficulty holding a pencil, buttoning clothing, completing simple puzzles, or using scissors. Their handwriting may appear shaky or inconsistent, and tasks that involve hand-eye coordination may feel extra complicated. They might also experience gross motor challenges, including clumsiness, difficulty running, and bumping into objects. Motor issues often reflect developmental delays that affect academic skills, particularly writing and spatial reasoning.

Children with learning disorders also experience difficulty following directions. They might appear confused by multi-step instructions, lose track of activities quite easily, and forget what they were asked to do. A child may appear distracted, require repeated reminders to stay focused, and switch rapidly between tasks. In a preschool setting, a child with a learning disorder may become restless during group activities, become disengaged quite quickly, or fidget frequently. Although some level of inattention is considered age-appropriate, persistent difficulty in these areas may indicate underlying cognitive challenges.

Children with learning disorders often show behavioral and social challenges early on. When tasks feel harder than they should, children may become frustrated, irritable, or withdrawn, not because they want to misbehave, but because they feel overwhelmed. Some may show anxiety around learning activities or try to avoid tasks that are difficult for them. Socially, they may struggle to read facial expressions, understand tone, and interpret body language, which can make forming friendships more difficult.

Early detection is important because identifying these signs in preschool or early elementary years gives children the chance to receive support before problems grow larger. Without help, the ongoing struggle can create frustration, low confidence, and anxiety that affect daily life. Early assessment also lets teachers and caregivers put plans in place that address each child’s needs. Targeted reading support, speech therapy, occupational therapy, or academic accommodations can make learning more manageable and prevent children from falling too far behind.

When concerns arise, a conversation with a pediatrician, teacher, or school psychologist is often the first step. They can help determine whether a formal evaluation is needed. A full assessment usually involves several professionals who look at different areas of development. Psychologists or neuropsychologists examine thinking skills, memory, attention, and academic abilities.

Standardized testing also plays a key role in identifying learning disorders. Tools such as cognitive assessments can show patterns in strengths and weaknesses. Rating scales help evaluate attention and behavior, especially when concerns about focus or impulsivity are present. Parent-report tools may be used to assess areas like motor skills, visual-spatial abilities, and social functioning.

Together, these methods provide a clear understanding of a child’s challenges and guide the development of an effective support plan.

Frequently Asked Questions

1. What is a learning disorder?

A learning disorder is a neurodevelopmental condition that affects how the brain processes information, making tasks like reading, writing, and math more difficult despite normal intelligence.

2. What are the earliest signs parents should watch for?

Early signs may include delayed language, trouble recognizing rhymes, difficulty following multi-step directions, poor motor coordination, or persistent frustration with age-appropriate tasks.

3. How do assessments help identify learning disorders?

Assessments use standardized tools to evaluate cognitive skills, memory, attention, motor functioning, and academic abilities, revealing patterns that point to specific learning challenges.

4. At what age can children be evaluated for learning disorders?

Concerns can be evaluated as early as preschool. Formal assessments typically begin in early elementary years when academic skills emerge more clearly.

5. What should caregivers do if they suspect a learning disorder?

Parents can speak with a teacher, pediatrician, or psychologist to discuss concerns. They may recommend a comprehensive evaluation to determine the best support strategies.

About Shenae Whitehead

Shenae Whitehead is a licensed psychologist and clinical director of Heart to Heart Counseling and Wellness Center, PLLC. She specializes in psychological assessment and trauma-informed therapy for children, adolescents, and adults. Dr. Whitehead conducts evaluations for learning disorders, ADHD, autism, and emotional concerns while also offering EMDR, CPT, TF-CBT, DBT, and attachment-based therapies.

In addition to her clinical work, she leads The Stacy Jones Foundation, Inc., supporting vulnerable youth and families, and remains active in community service and professional organizations.