Comprehensive Child Learning Profile
A 32-question in-depth learning assessment for children covering reading, attention, working memory, processing speed, and social-emotional development. Free.
About this child learning profile
The Comprehensive Child Learning Profile is designed to help parents and caregivers understand a child's learning strengths and potential areas of difficulty across multiple domains: attention and self-regulation, reading and language, numeracy and logical reasoning, working memory, processing speed, and social-emotional learning. It is completed by a parent or carer based on observed behaviour.
Learning differences — including dyslexia, dyscalculia, ADHD, and developmental language disorder — are common (affecting approximately 15–20% of children) and highly responsive to early, targeted support. Early identification matters significantly: children whose learning differences are identified and supported before age 8 show substantially better outcomes than those identified later.
This profile is not a diagnostic tool — it cannot identify or rule out specific learning differences. It is a structured starting point for understanding a child's learning profile and initiating conversations with teachers, school psychologists, and paediatricians about any concerns.
Common learning differences in children
Dyslexia is the most common specific learning difference — affecting around 10% of children — and primarily involves difficulties with phonological processing (hearing and manipulating the sounds within words), which affects reading, spelling, and writing. Children with dyslexia are often of average or above-average intelligence and may appear bright in conversation while struggling significantly with written work. Dyslexia is highly responsive to structured literacy instruction delivered early.
ADHD (particularly the inattentive presentation) is frequently missed in children — especially girls, who tend to present with daydreaming and distraction rather than disruptive hyperactivity. The hallmarks are difficulty sustaining attention on non-preferred tasks, poor organisation and task follow-through, and impulsivity — not 'naughtiness' or wilful disobedience. ADHD in school-age children significantly responds to a combination of school-based accommodations, parenting strategies, and (for significant impairment) medication.
Developmental Language Disorder (DLD) — difficulty understanding and using spoken language that isn't explained by hearing loss or intellectual disability — affects around 7–10% of children and is one of the most underrecognised learning conditions. Children with DLD often struggle in language-heavy learning environments and are at elevated risk for literacy difficulties and social-emotional challenges.
Next steps for your child
If this profile raises concerns in one or more domains, the appropriate first step depends on your child's age and the nature of the difficulty. For pre-school children (under 5): discuss concerns with your child and family health nurse or GP, and consider referral to a speech pathologist for language concerns or an occupational therapist for fine motor and self-regulation difficulties.
For school-age children: speak with your child's class teacher and ask about what they observe in the classroom. Request a meeting with the school learning support or special education coordinator. Ask about referral to the school psychologist for educational assessment. Your GP can also refer to a paediatrician or psychologist for formal learning assessment.
In Australia, learning assessments for school-aged children are commonly conducted by educational and developmental psychologists. NDIS funding may be available if a child's learning difference is associated with a disability affecting daily functioning. The Australian Dyslexia Association (dyslexiaassociation.org.au), ADHD Australia, and AUSPELD (auspeld.org.au) provide resources and advocacy for families navigating learning differences.
How to Interpret Your Results
| Score Range | Category | What it means |
|---|---|---|
| 0–32 | Significant Learning Challenges | This child's profile suggests significant challenges across one or more key learning domains. These challenges are real, common, and very often treatable. We recommend seeking an assessment from an educational psychologist or paediatrician who can identify specific needs and provide targeted support strategies. |
| 33–64 | Some Areas of Difficulty | This child shows notable challenges in specific areas alongside clear strengths in others. An assessment by a specialist (educational psychologist, speech therapist, or occupational therapist) can help pinpoint exactly where targeted support would be most beneficial. |
| 65–96 | Generally Age-Appropriate | This child is broadly developing in an age-appropriate manner with some areas that might benefit from additional attention or enrichment. Monitoring their progress over time and communicating with their teacher can help ensure any emerging needs are identified early. |
| 97–128 | Strong Learner Profile | This child shows a strong learning profile across all five domains. They are reading well, maintaining attention, learning efficiently, and developing socially and emotionally in a healthy way. Continue providing stimulating learning opportunities and emotional support. |
Frequently Asked Questions
At what age can learning differences be identified?
Some early indicators can be identified by age 3–4 (language delays, attention difficulties). Formal identification of specific learning differences like dyslexia typically occurs from ages 5–7 when formal literacy instruction begins. ADHD can be diagnosed from preschool age if symptoms are severe and pervasive. Earlier identification generally leads to better outcomes.
Does my child need a diagnosis?
Not necessarily. Many children benefit from targeted support and accommodations without a formal diagnosis. However, a formal assessment provides specific information that guides the most appropriate intervention, may unlock additional funding and support (including NDIS), and ensures the right accommodations are in place at school.
Will my child always struggle with learning?
Learning differences don't disappear, but their impact changes dramatically with the right support. Many adults with dyslexia become highly successful readers and writers with appropriate teaching. Adults with ADHD develop compensatory strategies and often succeed in careers that leverage their strengths. Effective early support is the most powerful predictor of long-term outcome.
Could screen time or technology be causing my child's difficulties?
Screen time doesn't cause dyslexia, ADHD, or other learning differences, which have neurobiological bases. However, excessive screen time is associated with reduced sleep (which affects attention and learning) and displaces reading and language-rich activities that build literacy skills. Screen habits are worth reviewing as part of a comprehensive look at learning.
How do I talk to my child about their learning differences?
Research consistently shows that children with learning differences benefit from having them explained in positive, honest terms. Understanding 'my brain works differently, and I learn best when...' is more protective than shame or secrecy. Many children with learning differences are relieved to have an explanation for why things that seem easy for others are hard for them.