A Thematic Review on Using the Learning Disabilities Diagnostic Inventory to Identify and Diagnose Individuals with and Without Learning Disabilities

Abstract

The Learning Disabilities Diagnostic Inventory (LDDI) is a widely used diagnostic tool for identifying and diagnosing individuals with learning disabilities (LDs). Despite its extensive use, a thematic review of studies leveraging the LDDI in diverse linguistic and cultural contexts is yet to be conducted. This study aims to conduct a meticulous and thematic exploration of the extant body of research that leverages the LDDI in the diagnostic process of LDs, focusing on its adaptability, diagnostic parameters, and proficiency in diverse contexts. A comprehensive search was conducted using academic databases to identify studies using the LDDI. A thematic analysis was then employed on 23 studies to identify, analyse, and report patterns within the data. The analysis focused on five key themes covering the use of LDDI across different contexts and languages, its role in understanding the intersection of LDs and emotional behavioural difficulties, examination of LDs across gender, efficacy in diagnosing LDs in multilingual and multicultural contexts, and evaluation of cognitive skills and academic achievement. The LDDI demonstrates versatility and adaptability, being used in various languages and countries. The tool was found pivotal in studying the overlap of LDs and emotional and behavioural difficulties (EBDs) and instrumental in investigating gender differences in LDs. Furthermore, the LDDI was effective in differentiating intrinsic processing disorders from second language acquisition in multilingual and multicultural contexts and in evaluating cognitive skills and academic achievements in students. The LDDI is a robust diagnostic tool for LDs, demonstrating adaptability and effectiveness in different cultural, linguistic, and research contexts. It provides valuable insights into the intricate interplay between LDs, emotional behavioural difficulties, and gender differences and holds potential in multicultural and multilingual contexts. The insights gleaned from this review can inform the development of more holistic and effective intervention strategies that address the multifaceted needs of individuals grappling with LDs. Further research is needed to enhance the utility of LDDI in diverse contexts.