Identification and Detection of Specific Learning Disabilities: A Systematic Review

This study addresses the enduring controversy surrounding the diagnostic criteria for Specific Learning Disabilities (SLD) following the publication of the DSM-5, which is related to their definition. The aim of this study is to review and compare the diagnostic criteria of different classification systems and analyse differences in the identification and evaluation criteria of SLD. To this end, a search of the scientific literature was conducted through ERIC, PsycInfo (Proquest) and Web of Science spanning 2013 to 2024. Fifteen records published in English and focused on school-age children (primary education) were included. The studies address issues in reading, writing and mathematics, using different diagnostic criteria and tools. The findings highlight the need for multidimensional, validated assessments, as well as the importance of early identification to improve access to resources and tackle socio-emotional and motivational factors.