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Background Understanding comorbidity of psychiatric disorders with specific learning disorders (SLD) is important because the presence of any additional disorder to the learning disability may affect the severity and prognosis of the SLD symptoms and requires specific treatments and interventions. Main body of the abstract The purpose of this systematic review was to describe the prevalence of comorbid psychiatric disorders among children with SLD between 6 and 18 years. English studies published between 2013 and 2018 were located through searches of PubMed and ScienceDirect. In this review, only 5 articles met the inclusion criteria. The quality of the included studies was assessed with the Cochrane risk of the bias assessment tool. The prevalence of ADHD and anxiety disorder was reported in 4 studies. Prevalence of conduct disorder (CD) and depression was reported by 3 studies, and 2 studies reported the prevalence of oppositional defined disorders (ODD). Although this review included a small number of studies that used a diversity of methods to diagnose psychiatric disorders, the results of the prevalence rates were homogenous. Short conclusion The included studies reported that ADHD had the highest prevalence rate among children with SLD followed by anxiety and depressive disorders. Both CD and ODD were the least prevalent and are linked to the existence of ADHD. Further worldwide future studies are needed to estimate the prevalence rate of such psychiatric disorders among children with SLD, taking into consideration the use of agreed assessment methods for diagnosing the psychiatric disorders and the SLD.

Background Dysgrahia is a learning disability that affects writing; it requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult and leads to problems with spelling, poor handwriting, and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers, and words on a line or page. The purpose of the present study was to evaluate an Arabic training program for remediating Egyptian Arabic-speaking dysgraphic children. Results The Arabic training program through a quasi-experimental study (pre-post-test) showed significant results in remediating dysgraphia on twenty cases that had attended the phoniatric unit complaining of learning disability having dysgraphia with or without dyslexia. Conclusion The Arabic dysgraphia training program is an effective multisensory approach tool in the training of different types of dysgraphia.

Egypt, has worked for three and half decades to spread awareness of child language disorders. This involved publications to inform the public, as well as health care professionals, about the needs of children with delayed language, through description and based on results of epidemiological surveys. Some research was aimed at acquiring basic data on the clinical profiles of children with language problems, as well as assessment and intervention for addressing these problems. The article also outlines educational programs in our unit at Ain Shams University and describes efforts to spread our model of services to other places in Egypt and neighboring countries where such services have been unavailable.