Special Challenges for Students with Dyslexia, ADHD, and Other Learning Disabilities

Introduction: When Learning Differences Affect Independent Study

"My child is intelligent, but they struggle to work alone. Could they have a learning difficulty?"

"She understands the lesson when I explain it, but when she tries on her own, she makes so many mistakes!"

Students with dyslexia, ADHD, and other learning disabilities often face unique challenges when working independently. Memory retrieval, self-monitoring, focus, and processing speed can impact how well they apply knowledge without external support.

In this post, we’ll explore:
✅ Why these challenges occur
✅ How different learning disabilities impact independent work
✅ Science-backed strategies to help students become more self-sufficient

We’ll also discuss cultural and demographic factors that can influence how learning disabilities are identified and supported.

How Learning Disabilities Impact Independent Work

Working memory is like a mental "notepad"

1️⃣Working Memory Deficits: Forgetting Steps Midway

Many students with dyslexia and ADHD struggle to hold multiple pieces of information in their mind while solving problems. This is known as working memory impairment (Alloway et al., 2009).

📌 Scientific Insight:

• Working memory is like a mental "notepad"—it holds temporary information while solving problems (Baddeley, 2003).

• Students with learning disabilities often forget the next step in a problem, making it harder to complete tasks independently.

🔹 What This Means for Students:
✔ They may start solving a math problem correctly but lose track of the next step.
✔ They may read a passage but forget what they just read by the end of the paragraph.

✅ Solution:
✔ Use visual organizers (flowcharts, checklists) to help retain steps.
✔ Encourage students to write down key steps before solving a problem.

2️⃣Slow Processing Speed: Taking Longer to Retrieve Information

Students with dyslexia and ADHD often process and retrieve information more slowly, making independent work feel frustrating (Callens et al., 2012).

📌 Scientific Insight:

• Processing speed is how quickly a student can take in, process, and respond to information (Stothers & Klein, 2010).

• Slow processing speed doesn’t mean a lack of intelligence—students may know the answer but need more time to retrieve it.

🔹 What This Means for Students:
✔ They may need extra time to read and solve problems.
✔ They may struggle with timed assignments or exams.

✅ Solution:
✔ Provide extra time for practice and assessments.
✔ Allow students to verbalize their thought process before writing it down.

3️⃣Attention Difficulties: Struggling to Stay Focused Without a Tutor

Students with ADHD often struggle to stay on task when working alone due to difficulty with sustained attention and impulse control (Budd et al., 2016).

📌 Scientific Insight:

• Attention regulation is controlled by the prefrontal cortex, which develops more slowly in students with ADHD (Barkley, 1997).

• These students may need external structures to help them stay engaged.

🔹 What This Means for Students:
✔ They may drift off mid-task and leave problems unfinished.
✔ They may jump between questions without completing them.

✅Solution:
✔Use the Pomodoro Technique (short, focused work sessions with breaks).
✔Provide structured checklists to help students track their progress.

4️⃣Reading Difficulties: Misreading Questions & Instructions

Danbo having trouble reading a book

Students with dyslexia often struggle with decoding text, making it harder to understand instructions and word problems without guidance (Shaywitz, 2003).

📌 Scientific Insight:

• Dyslexia affects phonological processing, meaning students may misread key details in a problem (Shaywitz, 2003).

• They may need multiple exposures to the same material to build fluency.

🔹 What This Means for Students:
✔ They may skip or misinterpret instructions.
✔ They may misread similar-looking words, leading to errors.

✅ Solution:
✔ Encourage reading questions out loud before answering.
✔ Use text-to-speech tools to assist with reading comprehension.

Cultural & Demographic Considerations

Learning disabilities can manifest differently across cultural and demographic groups.

📌 Scientific Insight:

• Identification of learning disabilities can be influenced by socioeconomic status and cultural factors (Galobardes et al., 2006).

• Some racial/ethnic minorities experience underdiagnosis or misdiagnosis due to cultural misunderstandings or bias (MacMillan & Reschly, 1998).

• Early childhood resources impact cognitive and learning ability development (Shonkoff & Phillips, 2000).

🔹 Key Takeaway:
✔ Parents, educators, and tutors must be mindful of these differences and advocate for proper diagnosis and support.

How to Help Students with Learning Disabilities Become Independent Learners

✅Step 1: Use Multisensory Learning Techniques

✔ Students with learning disabilities benefit from visual, auditory, and hands-on learning (Gillingham & Stillman, 1997).

📌 Try This:
🔹 Instead of just reading notes, students should:
✔ Draw diagrams to explain concepts.
✔ Use speech-to-text tools to verbalize and write answers.
✔ Manipulate objects (e.g., math counters, interactive tools).

✅Step 2: Provide Structured Routines & Predictability

✔ Students with ADHD or dyslexia thrive with structured, predictable routines (Dawson & Guare, 2018).

📌 Try This:
🔹 Set up a daily study schedule with clear start and stop times.
🔹 Use step-by-step checklists for problem-solving.

✅Step 3: Use Assistive Technology for Independent Learning

✔ Technology can reduce frustration in reading, writing, and organizing thoughts.

📌 Try This:
🔹 Use speech-to-text apps (e.g., Google Docs voice typing).
🔹 Use audiobooks & text-to-speech software for reading.
🔹 Use organization apps (e.g., Trello, Todoist) to track assignments.

✅Step 4: Build Confidence Through Strength-Based Learning

✔ Focusing on strengths instead of weaknesses boosts confidence (Silverman, 2002).

📌 Try This:
🔹 If a student struggles with writing but excels verbally, let them explain answers aloud first.
🔹 If they learn best visually, encourage mind maps instead of written outlines.

✅Step 5: Gradually Reduce External Support (“Scaffolded Independence”)

✔ Instead of removing all tutor support at once, gradually reduce assistance.

📌 Try This:
🔹 Step 1: Solve a problem together.
🔹 Step 2: Have the student verbalize the steps.
🔹 Step 3: Let them solve independently, with later review.
🔹 Step 4: Have them solve problems completely alone with self-checking.

Final Thoughts: Helping Students Become Independent Learners

Students with dyslexia, ADHD, and other learning disabilities can develop strong independent learning skills with:
✅ Structured routines
✅ Assistive technology
✅ Self-checklists
✅ Gradual independence training

💡 By taking a holistic, culturally sensitive approach, we can support diverse learners in achieving success!

🔹 Want to dive deeper into the key terms and concepts from this series? 📖 Check out our Comprehensive Glossary for Independent Learning for clear definitions and explanations of terms like retrieval practice, cognitive load, scaffolded independence, and more. It’s a great resource to help students and parents better understand the science behind independent learning!

🔜 Coming Up Next: The Ultimate Parent & Student Toolkit for Independent Learning

References

Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioral characteristics of children with low working memory. Child Development, 80(2), 606-621.

Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839.

Barkley, R. A. (1997). ADHD and the nature of self-control. Guilford Press.

Budd, J., Fichten, C. S., Jorgensen, M., Havel, A., & Flanagan, T. (2016). Postsecondary students with specific learning disabilities and with attention deficit hyperactivity disorder should not be considered as a unified group for research or practice. Journal of Education and Training Studies, 4(4), 206-216.

Callens, M., Tops, W., & Brysbaert, M. (2012). Cognitive profile of students who enter higher education with an indication of dyslexia. PloS one, 7(6), e38081.

Dawson, P., & Guare, R. (2018). Smart but scattered: The revolutionary "executive skills" approach to helping kids reach their potential. Guilford Press.

Galobardes, B., Smith, G. D., & Lynch, J. W. (2006). Systematic review of the influence of childhood socioeconomic circumstances on risk for cardiovascular disease in adulthood. Annals of epidemiology, 16(2), 91-104.

Gillingham, A., & Stillman, B. W. (1997). The Gillingham manual: Remedial training for students with specific disability in reading, spelling, and penmanship. Educators Publishing Service.

MacMillan, D. L., & Reschly, D. J. (1998). Overrepresentation of minority students: The case for greater specificity or reconsideration of the variables examined. The Journal of Special Education, 32(1), 15-24.

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Knopf.

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.

Silverman, L. K. (2002). Upside-down brilliance: The visual-spatial learner. DeLeon Publishing.

Stothers, M., & Klein, P. D. (2010). Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities. Annals of dyslexia, 60(2), 209-237.