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According to Rourke (1989) and Lerner (2007), students with NLD will typically have superior decoding and verbal skills yet struggle to keep up with the reading comprehension expectations for their age level. These very verbal students seem unable to make and keep friends, will speak out of turn in class, and seem to ignore the classroom management rules and social etiquette that are easily adopted by their same-age peers. They tend to struggle in mathematics and other visual-spatial activities, and experience significant difficulties when faced with novel situations.1
NLD is not found as a distinct disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-V). It typically falls under the category of “Learning Disorder Not Otherwise Specified.” However, Broitman and Davis (2013) would argue that these students exhibit a distinct set of deficits and strengths that fall along a spectrum not seen together in other disorders or syndromes.
Broitman and Davis (2013) and Mamen (2006) cite the following as common characteristics of NLD: