Learning disabilities are widespread among children. Some children may have difficulties reading and writing; others might read and write correctly but struggle with math. Other children might find it difficult to express themselves or to follow simple directions.

The struggles are all different, but they are all called learning disabilities. Being aware of the warning signs of learning disabilities and providing children with the necessary help at an early stage can be critical to a child's future.

The earlier a learning disability is detected, the better a child will succeed in school and life. Parents are encouraged to understand and familiarize themselves with the warning signs of a learning disability from as early as preschool so that they can get the right help as soon as possible. The first years in school are crucial for a young child. They determine the child’s ability to learn, read, and write. One of the most common learning disabilities is having difficulty reading and writing.

It’s worth noting that a learning disability is not a problem with intelligence or motivation. Below is a comprehensive list of red flags/early signs that the child may have or experience during preschool age, but bear in mind that the child doesn’t need to have all the challenges mentioned:

• Develops speech later than their friends.
• Finds difficulty in proper word pronunciation, such as “blalloon” instead of “balloon.”
• Fails to differentiate rhyming words.
• Shows difficulty in visually discriminating between two similar pictures 
• Shows difficulty in memorizing the names of shapes, colors, and/or days of the week.
• May have difficulty in word syllabification.
• May have trouble learning how to spell and write his/her name.
• May find it challenging to follow multi-step directions or instructions. 
• Shows difficulty retelling or telling a story in the proper chronological order.
• Fine motor skills may develop slowly. 

Here is the list of common red flags/early signs that the child can manifest during kindergarten:

• May be slow to memorize the letters and numbers.
• Shows difficulty in auditorily discriminating similar sounds such as “t-d,” “p-b”.
• Shows the difficulty in auditorily discriminating long and short vowel sounds in Arabic.
• Shows difficulty manipulating sounds and the syllables in a word (for example, “umbrella”, it might be difficult for the child to delete the last syllable).
• May be slow to learn the connection between sound and letter. >
• May confuse small words: “at” à “to”, “on” à “of”… 
• Faces consistent reading and spelling mistakes, such as:
• Letter reversal: “p-q”, “b-d”
  • Letter inversion: “m-w”, “n-u”
  • Word reversals: “cat” à “tac”
  • Transpositions: “friend” à “friend”
  • Substitutions: “house” à “home”
• Gets easily distracted and shows extreme fidgeting while studying. 
• Could show impulsive behavior.
• While learning to read, may rely on memorizing rather than reading.

Always keep in mind, early detection and evaluation to determine specific difficulties and appropriate intervention can improve success and help avoid lagging academically.