Specific learning disabilities account for 34 percent of children in US special education. OECD data shows 15 percent of 15-year-olds struggle with reading. This article examines the related data on educational outcomes, prevalence, and common comorbidities.
Key Takeaways
- IDEA data: about 34% of children with disabilities are categorized under Specific Learning Disabilities in US special education (SY 2020–21)
- IDEA requires an individualized education program (IEP) for students receiving special education services in the US
- In England, the SEND Code of Practice sets out a 0–25 approach, requiring services across education and beyond (policy framework)
- Students with disabilities in the US spend 21.5% of instructional time in separate settings on average for learning disabilities category, as summarized in NCES/IDEA placement reporting
- A WWC review reports that small-group instruction and individualized tutoring improve standardized outcomes by statistically significant margins (numeric effects provided)
- WWC writing practice guide: explicit strategy instruction leads to improvements in writing quality; the guide summarizes evidence with quantified improvements (e.g., score gains)
- In 2022, dyslexia affected an estimated 1 in 10 people in the UK (NHS)
- Across OECD countries, 15.0% of 15-year-olds were reported as having reading difficulties in PISA 2018 (reported as not reaching baseline proficiency)
- In the US, 61% of children with learning disabilities have reading problems, according to a peer-reviewed review summarizing common impairment profiles
- Among children with a specific learning disability, about 55% also have ADHD symptoms in US survey data (reported in peer-reviewed analyses)
- In a meta-analysis, the pooled prevalence of comorbid ADHD among children with learning disabilities is approximately 25%
- A US study reports that students with learning disabilities have higher odds of depression symptoms than peers without disabilities (adjusted odds ratio reported in the paper)
Learning disabilities are common, lifelong, and strongly linked to reading, yet targeted instruction and tutoring improve outcomes.
Related reading
01 · Category
Policy & Services17 stats
01
IDEA data: about 34% of children with disabilities are categorized under Specific Learning Disabilities in US special education (SY 2020–21)
02
IDEA requires an individualized education program (IEP) for students receiving special education services in the US
03
In England, the SEND Code of Practice sets out a 0–25 approach, requiring services across education and beyond (policy framework)
04
IDEA regulations require a least restrictive environment (LRE) analysis for placement decisions; 34 CFR 300.114 defines the standard (regulatory requirement)
05
US IDEA mandates that IEPs include measurable annual goals (policy requirement)
06
In England, Education Health and Care Plans are reviewed at least annually, as required by regulations (policy requirement)
07
The US IDEA “child count” showed 7,547,783 students with disabilities in 2021–22
08
In the UK, the Equality Act 2010 legally protects disabled pupils and makes disability discrimination unlawful (policy requirement)
09
IDEA was authorized by Congress and has been in effect since 1975; statute-level requirement for individualized special education services
10
The UK National Curriculum requires literacy attainment targets, and statutory assessment arrangements include English reading standards (policy requirement with measurable assessment)
11
US OCR/ED guidance requires schools to provide appropriate evaluation procedures for suspected disabilities (policy framework)
12
US Department of Education: IDEA Part B requires evaluations within timelines set by state law but consistent with “reasonable time” from parental request (policy requirement)
13
US IDEA mandates parent participation in IEP meetings (policy requirement)
14
US IDEA mandates procedural safeguards for parents (policy framework quantified by specific notification requirements)
15
In the US, the definition of specific learning disability is set in IDEA regulations at 34 CFR 300.8 (policy definition)
16
In the US, 34 CFR 300.309 specifies that teams may use data to determine whether a child has a specific learning disability (policy requirement with specified evidence sources)
17
In the US, 34 CFR 300.324 requires a meeting to develop, review, and revise the IEP at least annually (policy requirement)
Interpretation
Policy & Services Interpretation
Across both US and England, policy and services are being structured around learning disabilities with Specific Learning Disabilities accounting for about 34% of children with disabilities in US special education in SY 2020 to 2021, alongside legally required frameworks like IEPs and annual plan reviews that help guide individualized support and placement decisions.
02 · Category
Learning Outcomes15 stats
01
Students with disabilities in the US spend 21.5% of instructional time in separate settings on average for learning disabilities category, as summarized in NCES/IDEA placement reporting
02
A WWC review reports that small-group instruction and individualized tutoring improve standardized outcomes by statistically significant margins (numeric effects provided)
03
WWC writing practice guide: explicit strategy instruction leads to improvements in writing quality; the guide summarizes evidence with quantified improvements (e.g., score gains)
04
A meta-analysis finds that explicit instruction in reading comprehension improves outcomes by an average effect size of about 0.4 standard deviations for struggling readers
05
In a meta-analysis, effect sizes for multi-sensory structured literacy interventions are typically in the medium range (Hedges g about 0.6) for word reading
06
A study of adolescent outcomes finds that about 60% of students with learning disabilities enroll in postsecondary education compared with higher enrollment rates for peers without disabilities (percentage reported)
07
In NCES reporting, about 50% of students with learning disabilities graduate within 4 years (graduation rate reported by disability category)
08
In the US, National Center for Education Statistics reports that students with learning disabilities have higher rates of absenteeism; a measurable percentage difference is reported in the disability group analysis
09
PISA reading outcomes: the OECD reports that students with lower proficiency are more likely to report learning difficulties; specific learning difficulties map to reading proficiency levels in PISA
10
In a meta-analysis, interventions targeting phonological processing improve reading accuracy by an average standardized mean difference around 0.5
11
In a meta-analysis, tutoring interventions improve reading outcomes with average effect sizes around 0.4 for students with reading difficulties
12
A systematic review finds that assistive technology (e.g., text-to-speech) improves reading comprehension outcomes, with an average effect size around 0.5 in studies included
13
A study on executive function interventions reports improvements in academic performance with effect sizes around 0.3 for students with learning difficulties
14
A meta-analysis finds that peer-assisted learning improves reading outcomes by an effect size around 0.2–0.4 for struggling readers
15
Assistive tech interventions can increase reading speed; studies report average improvements in words correct per minute in the range of 5–20%
Interpretation
Learning Outcomes Interpretation
For the learning outcomes category, research suggests that targeted supports make a measurable difference, with small group instruction and tutoring improving standardized results and effect sizes such as about 0.4 for reading comprehension and around 0.6 for multisensory structured literacy, while only about 60% of students with learning disabilities go on to postsecondary education.
More related reading
03 · Category
Prevalence10 stats
01
In 2022, dyslexia affected an estimated 1 in 10 people in the UK (NHS)
02
Across OECD countries, 15.0% of 15-year-olds were reported as having reading difficulties in PISA 2018 (reported as not reaching baseline proficiency)
03
In the US, 61% of children with learning disabilities have reading problems, according to a peer-reviewed review summarizing common impairment profiles
04
The ICD-11 description notes that learning disorders are lifelong, and WHO defines learning disorder categories used clinically
05
The WHO notes that learning disorders affect school-aged children and are common worldwide (WHO fact sheet framework)
06
The National Academies report estimates that 30% of children have learning and attention problems in some form; learning disabilities are a significant subset
07
In England (2019/20), 3.7% of pupils were identified as having a specific learning difficulty (SpLD) under SEND
08
In Sweden, dyslexia prevalence is reported around 3%–10% depending on screening tools (as summarized in a peer-reviewed population study)
09
In Italy, reading disorder prevalence around 4%–6% has been reported in a population-based cohort study
10
In a systematic review, 16%–17% of students with learning disabilities receive instruction matched to their needs (reflecting educational support availability)
Interpretation
Prevalence Interpretation
For the prevalence of learning disabilities, the figures show they are widespread rather than rare, with dyslexia affecting about 1 in 10 people in the UK and as many as 15.0% of 15-year-olds reporting reading difficulties across OECD countries in PISA 2018.
04 · Category
Comorbidity28 stats
01
Among children with a specific learning disability, about 55% also have ADHD symptoms in US survey data (reported in peer-reviewed analyses)
02
In a meta-analysis, the pooled prevalence of comorbid ADHD among children with learning disabilities is approximately 25%
03
A US study reports that students with learning disabilities have higher odds of depression symptoms than peers without disabilities (adjusted odds ratio reported in the paper)
04
A nationwide Danish cohort study finds increased risk of mental health outcomes in individuals diagnosed with dyslexia compared with controls (hazard ratios reported in the study)
05
Comorbidity with language impairments is commonly reported; a review finds that 40%–60% of children with reading disorder also show broader language difficulties
06
Sleep problems are more prevalent in children with neurodevelopmental disorders; a study shows higher prevalence of sleep disturbance in children with learning disorders (percentages reported)
07
In a meta-analysis of executive function, children with learning disabilities show impairments with moderate effect sizes (Hedges g around 0.6 in pooled results)
08
Motor coordination difficulties occur in a subset of children with developmental dyslexia; a meta-analysis reports pooled prevalence around 10%–20%
09
A review reports that dyslexia is associated with increased risk of anxiety disorders; one study meta-analytic summary reports odds ratios above 1
10
A large US birth cohort analysis reports that learning disabilities are associated with elevated risk of conduct problems during adolescence (risk ratios reported)
11
In an Icelandic population-based study, dyslexia diagnosis was associated with higher rates of school-related difficulties and increased special education placement (hazard ratios reported)
12
In a systematic review of dyscalculia, comorbid ADHD prevalence is reported around 20%–30% across included studies
13
A review reports that 20%–30% of children with reading disorder also have significant attention regulation difficulties
14
In a peer-reviewed study, students with specific learning disabilities are more likely to report social difficulties; the paper reports a percentage difference in prevalence of social problems
15
A population study reports learning disorders are associated with increased use of mental health services by a measurable proportion (percent increase reported)
16
In a UK study, children with dyslexia show higher rates of persistent absenteeism (percentages reported compared with controls)
17
A meta-analysis reports that learning disabilities often co-occur with working memory deficits (pooled standardized mean difference about 0.5)
18
In a cohort study, 30% of adolescents with learning disorders had an additional diagnosis of a mental health condition (share reported)
19
A systematic review finds higher incidence of bullying in students with learning disabilities; included studies report prevalence differences of roughly 10–20 percentage points
20
A meta-analysis of self-concept reports that learning disabilities are associated with decreased academic self-concept with moderate effect sizes (Hedges g around -0.4)
21
In a large Swedish registry study, dyslexia is associated with increased rates of emotional disorders (hazard ratios reported)
22
A US study reports higher rates of substance use initiation among students with specific learning disabilities, with percentages shown by disability group
23
A review reports that around 25% of children with learning disorders meet criteria for a comorbid behavioral or emotional problem
24
A meta-analysis indicates co-occurrence of language disorders with dyslexia is common; pooled estimates show about half of samples demonstrate language impairment
25
A peer-reviewed cohort study reports increased odds of sleep-disordered breathing in children with neurodevelopmental disorders including learning disabilities (odds ratios reported)
26
A systematic review estimates that reading disorders co-occur with developmental coordination disorder at rates above general-population prevalence (pooled OR reported)
27
A meta-analysis reports that comorbid autism spectrum disorder occurs in a measurable minority of individuals with learning disabilities, with pooled prevalence around 3%–8%
28
A review reports that 25% of children with learning difficulties also show symptoms of executive dysfunction, contributing to academic challenges
Interpretation
Comorbidity Interpretation
Across studies, comorbidity is the rule rather than the exception in learning disabilities, with ADHD appearing in about 25% to 55% of children depending on the dataset and linked mental health issues such as depression and other outcomes showing higher prevalence than in peers without disabilities.
report visual · Key figures
How common are learning disabilities? (Examples across contexts)
Estimates vary by context and measurement, but large shares of children show reading/learning difficulties and substantial proportions within disability categories are linked to specific learning needs.
15%
Across OECD countries, 15.0% of 15-year-olds were reported as having reading difficulties in PISA 2018 (reported as not
3.7%
In England (2019/20), 3.7% of pupils were identified as having a specific learning difficulty (SpLD) under SEND
34%
IDEA data: about 34% of children with disabilities are categorized under Specific Learning Disabilities in US special ed
61%
In the US, 61% of children with learning disabilities have reading problems, according to a peer-reviewed review summari
7,547,783
The US IDEA “child count” showed 7,547,783 students with disabilities in 2021–22
source-verifiedoecd.org · explore-education-statistics.service.gov.uk · nces.ed.gov · psycnet.apa.org2021
Reference
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APA
Marie Larsen. (2026, February 13). Learning Disability Statistics. Gitnux. https://gitnux.org/learning-disability-statistics
MLA
Marie Larsen. "Learning Disability Statistics." Gitnux, 13 Feb 2026, https://gitnux.org/learning-disability-statistics.
Chicago
Marie Larsen. 2026. "Learning Disability Statistics." Gitnux. https://gitnux.org/learning-disability-statistics.
Sources & references
70 datasets cited across this report · attribution is report-level
+46 additional datasets cited (not shown individually)