Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM‐5

Abstract

This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM‐5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM‐5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM‐5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders.

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     Treiman R, Kessler B, Snowing MJ, Hulme C. Writing systems and spelling development. The science of reading: A handbook. 2005;120-134.

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     Uno A, Wydell TN, Haruhara N, Kaneko M, Shinya N. Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics). Reading & Writing. 2009;22:755-789.

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     Vellutino FR, Fletcher JM, Snowling MJ, Scanlon DM. Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology & Psychiatry. 2004;45:2-40.

     Not in our library10.1046/j.0021-9630.2003.00305.x

123. 123.

     Wagner RK, Brown Waesche JB, Schatschneider C, Maner JK, Ahmed Y, McCardle P, Lee J, Miller B, Tzeng O. Using response to intervention for identification and classification. Dyslexia across languages: Orthography and the brain-gene-behavior link. 2011.

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124. 124.

     Willcutt EG, DeFries JC, Pennington BF, Olson RK, Smith SD, Cardon LR, Plomin R, DeFries JC, McGuffin P, Craig I. Genetic etiology of comorbid reading difficulties and ADHD. Behavioral genetics in a postgenomic era. 2003;227-246.

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     Willcutt E, Pennington B. Psychiatric co-morbidity in children and adolescents with reading disability. Journal of Child Psychology & Psychiatry. 2000;41:1039-1048.

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     Ziegler JC, Bertrand D, Tóth D, Csépe V, Reis A, Faísca L, Blomert L. Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science. 2010;21:551-559.

     Not in our library10.1177/0956797610363406

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     Ziegler JC, Goswami UC. Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin. 2005;131:3-29.

     Not in our library10.1037/0033-2909.131.1.3

Cited by papers we hold 4

• Neurite density and arborization is associated with reading skill and phonological processing in children · 2021
  Not checked
• Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial · 2015
  No notice
• Specific Learning Disorder: Prevalence and Gender Differences · 2014
  No notice
• Ten questions about terminology for children with unexplained language problems · 2014
  No notice

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