Improving Educational Outcomes for Children with Learning Disabilities

We have little to no understanding of how to improve learning outcomes for children in developing countries with dyslexia (reading), dysgraphia (writing), dyscalculia (numbers), attention deficit hyperactivity disorder (ADHD), or other forms of learning disabilities (LDs). Yet, anywhere from 7-10% of the population has some degree of dyslexia , and between 8-9% children in India and China have dysgraphia and/or dyscalculia (Scaria et al. 2022, Wang et al. 2024). These are non-trivial numbers. The research question, therefore, is to understand the baseline prevalence of learning disabilities in a school-going population in a developing country (Pakistan - Lahore and Karachi), which interventions may be effective in mitigating these challenges, and how outcomes that determine success in schools (reading, writing, numeracy tests, and timely progression through grades) may need to be re-thought. Heterogeneity by age, gender, and SES is also of interest. We propose a randomized intervention to determine effective strategies to help children with LDs, and in order to pilot a study in the future, seek funding to expand discussions with key partners including CERP in Lahore and the Aga Khan foundation in Karachi. Our approach prioritizes cultural relevance, community engagement, and robust protocols to ensure participant and caregiver welfare.