(1) Experts with dyslexia believe that such children have a special developmental defect in speech decoding, and they can't convert words into speech, which is a highly inherited trait. Our human short-term memory mainly deals with sound information, so visual text information must be transformed into auditory form before reading can produce meaning. About 80% of students with learning disabilities have difficulty reading. The comprehensive reasons are: poor listening comprehension, slow listening or visual perception, inability to perceive written symbols (that is, dyslexia), lack of knowledge needed for reading, inability to pay attention to important key words or paragraphs, and inability to understand writing units. (2) Students with mathematical obstacles may have defects: language ability (understanding or expressing mathematical terms, operations or concepts, and decoding application problems into mathematical symbols), perceptual ability to recognize and read numbers or mathematical symbols, ability to classify objects, attention (copying numbers or symbols correctly, remembering carry and position, and seeing operation symbols correctly), and mathematical ability (counting according to calculation steps, learning 99 times). There are seven reasons: difficulty in reading symbols; The concepts of space, order and order are more difficult; Chinese reading difficulties; Memory problems; Lack of mathematics learning strategies; Processing speed is too slow; Visual or visual movement coordination problems. (3) Dysgraphia Most children with learning disabilities have problems with writing. Dysgraphia is mostly related to other types of learning disabilities, while pure dysgraphia is rare. Generally speaking, writing obstacles usually include writing obstacles (difficulty in holding a pen, scribbling and typographical errors) and writing obstacles (short sentences, grammatical and punctuation errors, unclear articles, and unsatisfactory words). (4) Non-Chinese learning disabilities Non-Chinese learning disabilities can be said to be a kind of learning disabilities, but they are different from academic difficulties, language difficulties and cognitive difficulties. It is due to the psychological defects in the right hemisphere of the brain, which leads to great difficulties in social and interpersonal communication, including difficulties in adapting to new and non-Chinese situations, identifying non-Chinese symbols and clues, and understanding interpersonal communication information. The main problems are: 1. The coordination of movements is poor, the balance problem is serious, and fine movements are difficult. 2. It is difficult to organize the visual space, lack the concept of image and have low visual coding skills. 3. Social difficulties, unable to understand non-verbal communication information, unable to read and read.