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Introduction: Prevalence studies on specific learning disorders have reported significant variations. In Latin America, these percentages tend to be notably higher, with marked differences between school type and grade level. In Ecuador, research on this topic is very limited, making the present study an original contribution. Objective: This study reviews the prevalence of specific learning disorders in a random, stratified, probabilistic sample of 1,228 fourth- and sixth-grade students, comparing sex, school type, and grade level (Inclusion criteria: 1. enrollment in participating schools; 2. absence of disability-related educational needs; 3. IQ ≥ 85; 4. parental consent; and 5. ≥ 2 years of formal reading–writing instruction). Method: We used Raven’s Progressive Matrices, Badyg E2 and E3, and PROLEC R. Results. The results revealed the prevalence of dyslexia to be at 25.8%, with dyscalculia being at 13.7%. The prevalence of specific learning disorders was significantly higher in public schools compared to private schools. Fourth-grade students had a significantly lower percentage of dyscalculia compared to sixth-grade students. No differences were observed based on sex. Conclusion: These findings underscore the potential role played by environmental factors, such as socioeconomic status, in shaping learning difficulties, particularly in public schools. In Latin American countries, impoverished environments, poverty, family stress, limited access to educational materials, and low parental educational levels have a profound impact on cognitive development and learning outcomes. These factors must be carefully considered when evaluating and addressing learning difficulties, as they are often fundamental contributors to the challenges students face.
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