R

In reading disorder, reading achievement is ‘substantially below’ what is expected given the child’s age, measured intelligence and education (American Psychiatric Association, 2000, pp. 51-53). Reading achievement is assessed by individually administered standardised tests of reading accuracy, speed, or comprehension. Reading disorder ‘significantly’ hinders the academic achievement of daily living activities requiring reading skills. Oral reading is characterised by ‘distortions, substitutions or omissions’ (Ibid. p. 52); reading tends to be slow and errors are made in comprehension whether reading is silent or not. Developmental delays in language may occur with reading disorder. The American Psychiatric Association (Ibid. pp. 51-53) criteria imply that reading disorder can be present when there is an age typical level of reading but where there is a discrepancy between reading attainment and intelligence quotient. Another view is that reading disorder has to be associated with reading achievement below age expectations. In research ‘dyslexia’, may still be defined in terms of a discrepancy view so it is important to be clear about the position of the researchers. So-called exclusionary definitions of dyslexia exclude general intellectual impairment, sociocultural constraints or emotional factors as possible causes.