What factor contributes most to the identification of students with learning difficulties?

The factor that contributes most to the identification of students with learning difficulties is the discrepancy between ability and achievement. This concept refers to the assessment of a student's academic performance in relation to their cognitive potential or intellectual capability. When significant gaps exist between what a student is capable of achieving, based on standardized measures of cognitive ability, and their actual academic performance, it often indicates the presence of a learning difficulty.

This discrepancy helps educators and specialists pinpoint students who may not be achieving at expected levels despite having the intellectual capacity to do so. Identifying these students is critical for providing appropriate interventions, support, and tailored educational strategies to help them succeed.

The other factors, while relevant to a student's educational experience, do not directly facilitate the identification of learning difficulties as clearly as the discrepancy between ability and achievement. Age may influence a student's developmental stage, the type of instructional strategy may impact general learning progress, and duration of the academic challenge may provide context for a student's overall struggle, but none serve as a primary indication that a student has a learning difficulty. This makes the discrepancy the key element in identifying those in need of specialized support.