Volume 3, Issue 125 (8-2014)                   Exceptional Education 1393, __(125): 59-69 | Back to browse issues page

XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

moradi S. Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5. Exceptional Education. 2014; 3 (125) :59-69
URL: http://exceptionaleducation.ir/article-1-156-en.html
Karaj , hbegi729@gmail.com
Abstract:   (15976 Views)
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.
Full-Text [PDF 265 kb]   (6856 Downloads)    
Type of Study: Translation | Subject: General
Received: 2013/Dec/Wed | Revised: 2014/Dec/Sun | Accepted: 2014/Jan/Tue | Published: 2014/Jul/Mon | ePublished: 2014/Jul/Mon

Send email to the article author


Designed & Developed by : Yektaweb