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In order to address the problem of the underlying mechanism of mathematics learning disability (MLD), in the current research, we investigated the visual and auditory perceptions of elementary school children with visual and auditory MLD from the first to fourth grade. We found that children with visual mathematics learning disability (VMLD) and those with auditory mathematics learning disability (AMLD) all had problems in both visual and auditory perceptions. After further analysis, we found that children with VMLD suffered from more serious problems with visual perception than with auditory perception while it was the other way around for children with AMLD. Children with visual and auditory mathematics learning disability (V-AMLD) had both serious problems with visual and auditory perceptions. It thus can be seen that the visual Arabic code of number was more closely tied with the visual perception while the auditory-verbal code of number more closely associated with the auditory perception. The results shed light on the subtypes of MLD and contributed to the intervention.

• Based on the DSM-5, the LDSS was established to distinguish students with learning disabilities from typical pupils. • LDSS is a teacher rating scale, which consists of 18 items that are evenly divided into six subscales. • Empirical evidence indicated that LDSS has potential benefits for research purpose and need to be further explored. This study aimed to develop and validate the Learning Disabilities Screening Scale (LDSS) for Chinese elementary students. There were 126 teachers from 63 classes in elementary schools participated in this study to assess 2473 students. Besides, 379 students who were suspected of learning disabilities also participated in this study. Results indicated that the six-factor LDSS had adequate construct validity and criterion-related validity. In addition, the results of the receiver operating characteristic analysis further confirmed its validity in diagnosing students with learning disabilities. This research herein may contribute to an accurate screening of Chinese students with learning disabilities and guiding the formulation of target intervention as well. [ABSTRACT FROM AUTHOR]