'learning difficulty' is a correct and usable phrase in written English.
It is commonly used to refer to a condition that impacts a person's ability to grasp concepts, process information, or acquire skills. For example: "John has several learning difficulties that have caused him to struggle in school."
There is extra support for students with special circumstances such as children or adult dependants, a disability, a specific learning difficulty or a long-term health condition.
A friend of mine once faxed me Bullshit Bingo, rows and columns of words they use to keep our children out of their schools – Access Audit, purposeful delay, IEPs, learning difficulty.
Lynnette Easterbrook, student services manager at the RCM, says: "If a student is evidently struggling with their studies, there is always a reason for it, whether that is due to a disability such as a specific learning difficulty, or personal issues that affect their studies.
In contrast with topiramate, zonisamide has no cognitive impairment or learning difficulty [2].
Second, the teacher identified Kai's real source of learning difficulty through a more direct pointing or negotiation.
Conclusions: Motivation insufficiency and learning difficulty may be developed in hearing-impaired children depending on the communication problems.
Learners' outputs also serve to highlight their source of learning difficulty so that the teacher can intervene to provide remedial programs.
However, the manifestation of the word learning difficulty in SLI was not consistent across tasks and the factors affecting the learning performance were not yet determined.
However, there is a lack of overall guidance in the literature on the relative importance, relevance, and learning difficulty of any particular dimension, so some aspects of the framework may prove to be more fruitful than others.
The developed tool based on IRT analyses can be helpful for future studies about math education, discriminating even better clinical groups with learning difficulty and typical groups, with data to be the basis of math cognition stimulation programs.
A literature review discusses the conceptual framework of Sweller's [Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4, 295 312; Sweller, J. (1999). Instructional design in technical areas.
