The essential feature of reading disorder is reading achievement (i.e., reading accuracy, speed, or comprehension as measured by individually-administered standardized tests) in a child that falls substantially below what is expected, given the individual’s chronological age, measured intelligence, and age-appropriate education.

Specific Symptoms of Reading Disorder

  • Reading achievement, as measured by individually-administered standardized tests of reading accuracy or comprehension, is substantially below what is expected, given the person’s chronological age, measured intelligence, and age-appropriate education.
  • The disturbance in the first criterion significantly interferes with academic achievement or activities of daily living that require reading skills.
  • If a sensory deficit is present, the reading difficulties are in excess of those usually associated with it.

 

This disorder has been reclassified and altered in the updated 2013 DSM-5 (e.g., now combined with other disorders associated with academic deficits); the old DSM-IV criteria above remain here for historical/informational purposes only. See updated DSM-5  disorder criteria for specific learning disorder.