Being identified as learning disabled can be stigmatizing for anyone. It is important to weigh the advantages of identifying learning disabilities (planning instruction to help learners, making them eligible for services, and so forth) against the possible stigma of the label (Almanza, Singleton, & Terrill, 1995/96). It is also important to use the term "has a learning disability," as a description of a learning factor, and "is learning disabled," when referring to a person with learning difficulties.

Before an adult learner is tested and labeled as having a learning disability, other reasons for lack of expected progress should be considered. The following reasons for slow progress in learning English have been noted:

• Limited academic skills in a learner's native language due to limited previous education.
• Lack of effective study habits.
• Interference from the native language, particularly if the learner's written language is a non-alphabetic language or uses a non-Roman alphabet.
• Mismatch between the instructor's teaching style and the learner's expectations of how the class will be conducted.
• Stress or trauma the learner has experienced that may cause difficulty concentrating and memory dysfunction.
• Sociocultural factors such as age, physical health, social identity, and even diet.
• Vision and hearing problems.
• External problems with work, health, and family.
• Sporadic attendance.
• Lack of opportunities to use English outside the classroom.

These factors most likely affect all learning, whereas a learning disability usually affects only one area of learning (Adkins, Sample, & Birman, 1999; Almanza, Singleton, & Terrill, 1995/96; Isserlis, 2000).