In early childhood, symptoms that correlate with a later diagnosis of<unk>  include delayed onset of speech and a lack of phonological awareness. A common myth closely associates<unk>  with mirror writing and reading letters or words backwards. These behaviors are seen in many children as they learn to read and write, and are not considered to be defining characteristics of<unk> . School-age children with<unk>  may exhibit signs of difficulty in identifying or generating rhyming words, or counting the number of syllables in words–both of which depend on phonological awareness. They may also show difficulty in segmenting words into individual sounds (such as sounding out the three sounds of k, a, and t in cat) or may struggle to blend sounds, indicating reduced phonemic awareness. Difficulties with word retrieval or naming things is also associated with<unk> . People with<unk>  are commonly poor spellers, a feature sometimes called dysorthographia or dysgraphia, which depends on the skill of orthographic coding. Problems persist into adolescence and adulthood and may include difficulties with summarizing stories, memorization, reading aloud, or learning foreign languages. Adults with<unk>  can often read with good comprehension, though they tend to read more slowly than others without a learning difficulty and perform worse in spelling tests or when reading nonsense words–a measure of phonological awareness. Associated conditions<unk>  often co-occurs with other learning disorders, but the reasons for this comorbidity have not been clearly identified. These associated disabilities include: ;Dysgraphia: A disorder involving difficulties with writing or typing, sometimes due to problems with eye–hand coordination; it also can impede direction- or sequence-oriented processes, such as tying knots or carrying out repetitive tasks. In<unk> , dysgraphia is often multifactorial, due to impaired letter-writing automaticity, organizational and elaborative difficulties, and impaired visual word forming, which makes it more difficult to retrieve the visual picture of words required for spelling. ;Attention deficit hyperactivity disorder (ADHD): A disorder characterized by problems sustaining attention, hyperactivity, or acting impulsively.<unk>  and ADHD commonly occur together. Approximately 15% or 12–24% of people with<unk>  have ADHD; and up to 35% of people with ADHD have<unk> . ;Auditory processing disorder: A listening disorder that affects the ability to process auditory information. This can lead to problems with auditory memory and auditory sequencing. Many people with<unk>  have auditory processing problems, and may develop their own logographic cues to compensate for this type of deficit. Some research suggests that auditory processing skills could be the primary shortfall in<unk> . ;Developmental coordination disorder: A neurological condition characterized by difficulty in carrying out routine tasks involving balance, fine-motor control, kinesthetic coordination, difficulty in the use of speech sounds, problems with short-term memory, and organization.
Dyslexia
Hearing loss
Diplophonia
Visual impairment
Dysgraphia
Reading
Social-emotional agnosia
Misophonia