Annual Research Review: The Nature and Classification of Reading Disorders--A Commentary on Proposals for DSM-5

Autor/inn/en	Snowling, Margaret J.; Hulme, Charles
Titel	Annual Research Review: The Nature and Classification of Reading Disorders--A Commentary on Proposals for DSM-5
Quelle	In: Journal of Child Psychology and Psychiatry, 53 (2012) 5, S.593-607 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2011.02495.x
Schlagwörter	Phonology; Reading Comprehension; Reading Difficulties; Spelling; Oral Reading; Dyslexia; Phonological Awareness; Classification; Reading Fluency; Vocabulary Development; Grammar; Attention Deficit Hyperactivity Disorder; Psychomotor Skills; Disabilities; Language Impairments; Identification; Comorbidity; Intervention + Suchen Sie Ihr Suchwort? Fonologie; Leseverstehen; Reading difficulty; Leseschwierigkeit; Schreibweise; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Classification system; Klassifikation; Klassifikationssystem; Wortschatzarbeit; Grammatik; Psychomotorische Aktivität; Handicap; Behinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Identifikation; Identifizierung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10