difficulties are persistent, not transitory. In ch ildren and adolescents, persistence  is defined as
restricted progress in learning (i.e., no evidence that the individual is catching up with class-
mates) for at least 6 months despite the provision of extra help at home or school. For example,
difficulties learning to read si ngle words that do not fully or rapidly remit with the provision of
instruction in phonological skills or word iden tification strategies may indicate a specific