Non-Verbal Learning Disability (NVLD) is a learning disability characterized by difficulties with motor-visual coordination, processing spatial information, and sometimes with reading nonverbal cues and with executive functioning. Those with NVLD are often highly verbally intelligent, which may partially or completely hide their difficulties in other areas. Although NVLD is not currently a diagnosis in the DSM-5, many researchers are advocating for it to be recognized officially in the DSM-6.  

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- Dyscalculia
- Dysgraphia
- Dyslexia
- Nonverbal Learning Disabilities
- Oral/Written Language Disorder and Specific

Types of Learning Disabilities

Doty, N. (2019). Nonverbal Learning Disability. In The Massachusetts General Hospital Guide to Learning Disabilities (pp. 103-117). Humana Press, Cham.

Nonverbal Learning Disability

Dyslexia, the most prevalent learning disability among children, is characterized by an impaired ability to process letters correctly. This difficulty stems from a neurological issue with the brain's sound-processing mechanisms, which can make learning to read a frustrating experience.

Dyslexia

Dysgraphia is a learning disability characterized by a significant struggle with the physical act of writing, often leading to illegible handwriting. Individuals with this condition find it extremely challenging to use a pen and paper and frequently have difficulty transferring their thoughts into written form. A key diagnostic feature is that this writing difficulty is inconsistent with the person's IQ; their intellectual capabilities in other areas suggest they should be able to write, but they cannot. Additionally, dysgraphia may co-occur with problems related to spatial abilities.

Dysgraphia

Non-Verbal Learning Disability

Dyscalculia, also known as developmental dyscalculia, is a learning disability characterized by significant difficulties with numerical and arithmetic skills. Early signs can include trouble determining the number of objects in a small group without counting. Other common symptoms involve challenges with memorizing math facts, organizing numbers, and distinguishing between different representations of numbers, such as the numeral '3', the word 'three', and various mathematical symbols. Research also suggests an association between dyscalculia and specific changes in brain activity and structure.

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