DYSLEXIA OR READING DISORDER AS DEFINED IN THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS (DSM-IV-TR):
The DSM-IV-TR explains a reading disorder as a reading achievement that falls substantially below expected levels given an individual's age and education. The reading deficit should be sufficiently severe as to interfere with everyday activities requiring reading (e.g., schoolwork or employment). Finally, the reading deficit cannot be strictly due to a sensory disorder; for instance, it cannot be strictly due to vision problems that prevent an individual from seeing words on a page (American Psychiatric Association, 2000). |
Dyslexia is mostly characterized by difficulties in reading and spelling single words, usually reflecting insufficient phonological processing abilities.
Phonological processing deficits refer to difficulties in hearing each sound embedded in words, or words embedded in phrases or sentences.
Phonological processing deficits and average intelligence are important markers in differentiating dyslexia from other learning disabilities.These primary problems may co-occur with spoken language difficulties and deficits in short-term memory, particularly for information presented without visual backup.
Secondary problems may include poor reading comprehension (due to decoding and memory difficulties), poor written expression, as well as difficulty organizing information for study and retrieval.
Phonological processing deficits refer to difficulties in hearing each sound embedded in words, or words embedded in phrases or sentences.
Phonological processing deficits and average intelligence are important markers in differentiating dyslexia from other learning disabilities.These primary problems may co-occur with spoken language difficulties and deficits in short-term memory, particularly for information presented without visual backup.
Secondary problems may include poor reading comprehension (due to decoding and memory difficulties), poor written expression, as well as difficulty organizing information for study and retrieval.
Early clues to dyslexia:
· A delay in speaking · Difficulties in pronunciation · Difficulty in naming letters · Insensitivity to rhyme Later clues to dyslexia: · Difficulty linking letters to sounds · Student needs many more exposures to a printed word over a much longer period of time · Rely on context to get a word’s meaning |
Characteristics of Dyslexia:
· Difficulty reading single words · Particular difficulty decoding nonsense or unfamiliar words · Reading comprehension often superior to decoding individual words · Inaccurate and labored oral reading of passages · Trouble reading small “function” words- that, is, an, for · Slow reading · Poor spelling |