1.3.3 Describe the main features of developmental reading disorders

Question 1

Describe criteria A-D of DSM-5 WRT developmental reading disorders

Answer 1

A - must have problems with one or more of the following that has persisted for six months:

• word reading
• written comprehension
• spelling difficulty
• written expression

B - Significantly below expectations of age matched peers

C - Onset during school age, but sometimes doesn’t fully manifest until demands exceed capacity later in schooling

D - Not better accounted for by something else (e.g. - ID, visual/auditory impairment, inadequate educational instruction, etc)

Question 2

Origins of RD?

Answer 2

biological, neurodevelopmental

familial links

Question 3

Comorbidities of RD?

Answer 3

ADHD
Language disorder
Speech Sound Disorder
Internalising problems (particularly with girls) arising out of school failure

Question 4

What are the two components of word recognition

Answer 4

Phonological coding - recognising letter-sound relationships

Orthographic coding - understanding word-specific patterns can make sounds; and that some patterns don’t sound out - e.g. yacht

Question 5

Can RD have problems with oral language comprehension too?

Answer 5

Yes.

Various oral and written language skills interact. Eg - phonological skills facilitate the acquisition of new words, which builds lexical networks.

Question 6

Quick facts about dyslexia

Answer 6

N W-R S P U S

“Now We-Really Spell UnSuccessfully”

Neurobiological in origin
Word recogntion is inaccurate and non-fluent
Spelling problems is also a feature
Phonological component of language has a deficit
Unexpected in relation to other abilities and effective instruction
Secondary consequences may include problems in reading, comprehension and reduced reading experience that impedes growth of vocabulary and background knowledge.