Influence of Psychosocial Correlates on Learning Disability in School Going Children

Abstract

Children with Learning disability exhibit academic difficulties disproportional to their intellectual capacities. A significant percentage of school age children worldwide are diagnosed with dyslexia being the most common children with SLd exhibit both internalized depressive and Anxiety disorders self-esteem eating and self-difficulties and externalized problem including difficulties in socializing developing friendships, and delinquent behavior. Socioeconomic status is strongly associated with the cognitive ability and achievement during childhood. Moreover, research has shown that children with learning disability have the average (above average0 intelligence, and their poor academic performance is due to some psychosocial factors such as lack of effective learning strategies, lack of awareness about learning disability, negative parental attitude, lack of awareness about intervention etc. The major objective of the review is to investigate the global learning disability of school children and study how Psychosocial factors effects the child learning.