Signs to Look For: Early Indicators of Learning Disabilities in Children

September 18, 2025

Early identification of learning disabilities can make a huge difference for young children. As childcare professionals, recognizing early signs lets you partner with families and specialists to support children when it matters most. Below are possible signs of learning disabilities children might display, and examples of what they may look like.

A young child with a small ponytail sits on a couch, looking at a colorful book while an adult holds it open beside them.

Preschool Years (0-5)

From birth to age 5, children rapidly develop language, motor, social, thinking, and attention skills that form the foundation for learning. While it can be difficult to determine if a preschool-age child is likely to have a learning disability, certain signs in preschool and early elementary years may indicate a higher likelihood of a later diagnosis and the need for extra support. According to the Child Mind Institute, early signs of learning challenges to look for and discuss with families include:

Language

  • Trouble understanding or using language may signal a potential language-based learning disorder.
  • Impaired receptive language (difficulty understanding spoken or written words), or expressive language (trouble using words to express thoughts and ideas). Some children struggle with both receptive and expressive language.

If a child has difficulty understanding oral language or expressing themselves, early intervention can be beneficial.

Coordination

  • Fine and gross motor coordination: Awkward grip on crayons, problems with scissors, or frequent tripping 
  • Struggles in social or imaginative play: Limited interaction with peers, avoiding pretend play, or seeming uninterested in cooperative games

Example Scenario: A 4-year-old may love story time but consistently struggles to recall common rhyming words such as cat/hat or sun/fun. They have difficulty holding crayons to color and avoid group activities at preschool. While occasional struggles are part of development, ongoing patterns like these may signal that extra support may be helpful.

Early School Years (K-4)

As children grow into their school-age years, they become more aware of their own abilities and naturally begin comparing themselves to others. When learning feels difficult, many kids start to feel self-conscious or shy away from activities that highlight those challenges, like reading, writing, or math. 

Support beyond the classroom is especially important at this stage. Out-of-school programs can offer children a chance to practice skills in a fun, low-pressure environment, while also building confidence through games, projects, and collaboration. Alongside strong classroom instruction and family involvement, these programs provide another avenue for noticing when a child is struggling. Early identification and intervention during the primary grades can significantly improve academic and social outcomes. According to the Learning Disabilities Association of America, the following patterns, when observed, are essential to bring to the family’s attention:

  • Difficulty connecting letters with their sounds
  • Confusion when recognizing or using basic sight words (e.g., run, eat, want)
  • Frequent reading and spelling errors, including:
    • Letter reversals (b/d)
    • Inversions (m/w)
    • Transpositions (felt/left)
    • Substitutions (house/home)
  • Challenges with learning foundational math concepts
  • Trouble understanding or using concepts of time
  • Struggles to pick up new skills
  • Difficulty recalling facts or information

Example Scenario: A 7-year-old has strong oral storytelling skills and advanced vocabulary but continues to reverse letters when writing, struggles to sound out simple words, and becomes tearful when asked to read aloud. The combination of strengths and difficulties suggests a learning profile where early targeted support in phonics and reading fluency could make a substantial difference.

A smiling child colors with crayons at a desk while a teacher leans in to offer guidance in a classroom setting.

What You Can Do as a Childcare Professional

1. Observe

Observe how the child plays, interacts with peers, and communicates their wants, needs, and feelings. Capture specific examples of their play, interactions, and communication to share with families.

2. Communicate early and sensitively

Share observations with parents/caregivers: “I’ve noticed …” Ask if the parents/caregivers have noticed similar things at home or out in the community when their child is playing with others.

3. Connect the family to Child Find

Child Find is a mandate for schools to locate, identify, and evaluate children who may be eligible for early intervention or special education services. Each school district has an office responsible for Child Find. Work with your center director to connect with the right office and ask for a contact families can use for screening and other information when they have concerns about their child’s learning or development. 

4. Adjust your activities

  • Use multi-sensory, hands-on methods for routines (e.g., singing along while doing motor gestures).
  • Break instructions into short steps, repeat, and check comprehension.
  • Offer extra support in fine-motor play (clay, beading, scissor practice) and pre-literacy games (rhyming, letter‑sound games).

Why Early Signs Matter

Spotting difficulties early isn’t just helpful — it can be life-changing. By identifying learning differences early, families and educators can make sure children receive the support they need to thrive, both academically and emotionally.

Recognizing early indicators doesn’t mean making a formal diagnosis. It means noticing patterns that don’t resolve on their own and advocating for a child’s access to support.

By observing, documenting, and collaborating, you can help ensure children get proper support when it matters most.