There are many causes of learning difficulties, among which learning skills development disorder is one of the common causes, with an incidence of nearly one in ten, i.e., one in ten elementary school students has some degree of learning skills developmental delay. Learning skills development disorder is a phenomenon in which a child with normal intelligence has significant difficulties in acquiring learning skills related to reading, writing, oral expression or writing, calculation, etc., resulting in academic failure, and this deficiency in a specific learning skill is called learning skills development disorder. 1. Specific dyslexia is characterized by significant developmental impairments in word and character recognition and reading comprehension, and cannot be explained by intellectual disability or improper education, nor is it the result of visual or hearing impairment. Specific manifestations are as follows: missing words, adding words when reading aloud, mispronouncing words one after another, reversing words before and after pronunciation, reading aloud with many pauses, lack of intonation, half-understanding the content of reading aloud, and inability to draw conclusions or reasoning from the information read. Dyslexia is also manifested by mispronunciation of tones, pronunciation of sounds with similar structure (“fox” pronounced “orphan”), pronunciation of sounds with similar meaning (“out” pronounced “in”), mirror processing phenomenon. “), mirror processing phenomena such as “sea” for “Shanghai”, easy to use finger pointing to read word by word. 2. Specific dysgraphia is characterized by a significant impairment of spelling skills, often writing with an extra stroke or a missing stroke, misrepresentation of radicals, poor memory of words, and the inability to read words silently. There is a clear phenomenon of mirror processing of word symbols, such as considering p as q, b as d, m as w, wm as mw, 6 as 9, and “part” as “accompany”. Again, this cannot be attributed entirely to low IQ, vision problems, or improper education. 3. Specific numerical skills difficulties are manifested as follows: inability to understand mathematical terms or identify numerical symbols, difficulty in understanding which numbers are related to the mathematical problem to be solved, difficulty in ordering numbers correctly or inserting decimal points or symbols in operations, highlighting the fact that they often forget to enter and borrow places in the calculation process, incorrectly ranking straightforward calculations, copying wrong or missing problems, reversing the order of numbers, poor memory of numbers, and so on. This leads to difficulties with quantity concepts and difficulties with application calculations. “For example, one student may have specific reading and writing difficulties that affect reading and writing. Another student may simply have difficulty with arithmetic. What are the characteristics of learning skills developmental disorders that affect children’s learning? The degree of impaired learning skills is often significant and severe, and academic performance is clearly affected; intensive help at home and/or at school does not quickly correct the child’s learning difficulties; the child’s academic achievement does not parallel the level of intelligence, and school performance is significantly below what it should be. The impairment in learning skills must be developmental in nature, usually present early in development, and exhibits behavioral abilities that are not as good as Slow development compared to peers, most commonly in language development, motor coordination, and hand-eye coordination. It often does not appear during the educational process. Impairments in learning skills cannot be explained by any external factors (e.g., lack of appropriate learning opportunities, inadequate education, etc.), nor by uncorrected neurological deficits in visual and auditory impairments. Nearly 50% of children with developmental learning skills disorders also have a combination of attention deficit, hyperactivity, emotional instability, and school adjustment problems. Medical research confirms that learning skills impairment is not simply a matter of intelligence, but rather a combination of physiological and psychological factors that are intrinsic to the child’s development; in the face of a child’s learning difficulties, scolding and punishing will not solve the problem at the root, but will increase the child’s resistance and fear of learning tasks. Only by using scientific concepts to interpret children’s learning skills difficulties can we find breakthroughs in behavioral interventions to help children break through their learning dilemmas. First, mitigating the impact of learning skills developmental disorders on a child’s future learning focuses on early detection and early intervention. If not identified and treated early, the problem can have a “snowball” effect. The impact on academic performance begins to accumulate in grades 1 and 2, and the regression becomes more and more pronounced in grades 3 and 4. How can I detect early on whether my child has a learning skill development disorder? Parents should be on the lookout for behavioral manifestations associated with learning skill development disorders, including the following characteristics: 1. inattention, hyperactivity, and difficulty sitting still. Difficulty understanding and following instructions, often having trouble remembering what has been asked of them. 3. Strong memory for things of interest and weak memory for reading, writing, and arithmetic. 4.Slow response to distinguish left and right orientation, sequence cognitive impairment, easy to have poor visual cognition, difficulty in judging spatial parties, distance, length, size, height, direction and graphics, etc. 5. Difficulty in fine motor coordination, poor completion of tasks such as tying shoelaces, improper penmanship posture, often using too heavy or too light force, often writing words of different sizes, often beyond the grid. 6. Poor motor coordination, often spilling things, dirtying clothes, and poor motor skills. 7. Often lose things, forget things or lose school supplies. 8.Difficulty in understanding the concept of time, lack of time management skills, often take too long to finish homework and rely on adult supervision. 9. Visual-spatial impairment, poor hand-eye coordination, procrastination in performing tasks, and slow movement. 10. Slower language development than peers, often do not see eye to eye when communicating with others, and often have trouble verbalizing their thoughts. Strategies for Comprehensive Intervention The more parents know about their child, the more they can know what their child’s special needs are, how to give individualized and specific learning skills training, and then make appropriate school arrangements to maximize their child’s learning potential. Psychological Behavioral Interventions Psychological support, parental understanding, encouragement, support and necessary tolerance of the child’s learning situation, avoiding a blanket negative evaluation, because negative evaluation will lower the child’s self-esteem, and over time, the child will identify with external evaluations, think he or she can’t do it or think he or she is stupid, and bad self-suggestions will reduce his or her motivation to learn and limit the development of learning potential. Positive reinforcement method, for good behavior, give positive reinforcement, such as praise, encouragement and material rewards. Set reasonable expectations according to the child’s situation, set small goals in a step-by-step manner, and give full encouragement and affirmation for each small step toward the larger goal, so that the child feels: I have worked hard, I have made progress, and enhance the child’s self-confidence and motivation to learn. The beginning goals must be tailored to the child to ensure that progress can be experienced on its own. If the requirements are too strict and high, repeated frustrating experiences tend to make the child give up trying. Educational interventions Focus on early special education. For children with learning disabilities, instead of emphasizing their learning failures, it is important to understand the weaknesses of their learning skills and teaching methods are appropriate to build on their strengths and avoid their weaknesses so that they can make progress in learning. Medication In case of co-occurring attention deficit hyperactivity disorder, medication should be used reasonably under the premise of psycho-behavioral treatment and educational intervention. Sensory integration training Based on the hypothesis that children with learning disabilities have poorly organized brain to coordinate sensory information, sensory integration training is proposed to control sensory input, especially stimulating the vestibular system and proprioceptive senses such as muscles, joints, and skin, etc. Children can integrate these senses and produce adaptive responses, which are used to treat children with sensory integration dysfunction. Daily life skills training Being overprotective and doing everything instead of teaching the child to do it, or assisting the child to do it, can deprive the child of many opportunities to learn and exercise various sensory-motor coordination skills. Sometimes the reason parents help too much is simply because the child is too slow, in the child’s homework and daily life, because the child is slow unconsciously parents often give too much help, so that the child is very dependent on parental help, independent efforts weakened, lack of time, procrastination, homework will not correct their own mistakes, and even can not organize the school bag and so on. It can be seen that a single helping hand makes the child dependent on the help of adults will make the child’s movements more busy and enter a bad cycle.