10 Million - the estimated number of children in US with Learning Disabilities (LDs).

>50% of children will NEVER be diagnosed in their lives.

~75% of children given proper intervention before the 3rd grade will read at near normal developmental levels. (Lovett, et al)

~75% of children NOT given proper intervention until middle / high school will NOT read near at normal developmental levels.

56% of children in U.S. schools served under the Individuals with Disabilities Act (IDEA) were identified with learning disability, speech or language impairment. In contrast, only 8% served under IDEA identified autistic. (US.Dept. of Educ. Office of Special Ed, IDEA database Sept. 2015)

$3,000+ is the current cost of screening per student – expensive & not scalable to address the size of the need.

What are LDs?

Language-based learning disabilities are problems with age-appropriate reading, spelling, and/or writing. Children with LD have the mental capability to do well, but because of the unique ways that their brains are organized to receive, process, store, retrieve and communicate information, they struggle to accomplish tasks that are necessary to succeed in school and in life. Most people diagnosed with learning disabilities actually have average to superior intelligence.

A child with dyslexia has trouble almost exclusively with the written (or printed) word, while children with other language-based learning disabilities struggle with the relationship between both spoken and written language.

LDs, if never screened, diagnosed, or intervened for, lead to lower Quality-of-Life.    Those with LDs have higher rates of unemployment, depression, need for government assistance, incarceration ,and suicide. One in five of the American students identified as having a learning disability will drop out of high school. That’s compared to a dropout rate of 8 percent in the general population. Close to half of the secondary students currently identified as learning disabled are more than three grade levels behind in essential academic skills. (National Center for Learning Disabilities, 2014)  Our genetic screener can help reduce the short and long-term negative impacts LDs have on individuals, families, communities, and society as a whole by raising awareness and increasing intervention rates for when intervention can be most effective.

How are LDs currently diagnosed?

Current diagnosis and screening is often a late, laborious, drawn-out, emotional and expensive process. The diagnosis requires that a child has shown persistent difficulties in reading skills during formal years of schooling. Symptoms may include inaccurate or slow and effortful reading, poor written expression that lacks clarity, difficulties remembering number facts, or inaccurate mathematical reasoning.

Why is early diagnosis important?

The window for optimal intervention is brief and already closing by the time a child is of reading age.  Early diagnosis allows for parents and educators to be prepared and to closely monitor a child's development.  The likelihood of a delay in proper intervention is significantly minimized with CogGen's screener that can be administered before a child is of reading age.