Margaret J. Snowling|Charles Hulme
Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM?5
University of York|University College London
article reviews understanding reading disorders children relates current proposals classification dsm5 two different commonly occurring forms reading disorder children arise different underlying language difficulties dyslexia defined dsm5 decoding difficulty refers children difficulty mastering relationships spelling patterns words pronunciations children typically read aloud inaccurately slowly experience additional problems spelling dyslexia appears arise principally weakness phonological speech sound skills good evidence ameliorated systematic phonic teaching combined phonological awareness training major form reading difficulty reading comprehension impairment children read aloud accurately fluently difficulty understanding read reading comprehension impairment appears arise weaknesses range oral language skills including poor vocabulary knowledge weak grammatical skills difficulties oral language comprehension suggest omission reading comprehension impairment dsm5 serious one remedied dyslexia reading comprehension impairment dimensional nature show strong continuities disorders language argue recognizing continuities reading language disorders important implications assessment treatment note high rates comorbidity reading disorders seemingly disparate disorders including adhd motor disorders raises important challenges understanding disorders