We also review literature that describes best practice interventions for children with RD and comorbid disorders and identify areas where stronger research is important (Figure (Figure1). In an effort to bridge the recognition gap between RD and associated mental disorders, we review RD along with other co-occurring Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) mental disorders. Recognition of RD by health-care professionals is important-the prevalence of dyslexia (decoding-based RD the term RD is used from hereon) is approximately 5–10% of all children depending on the study across languages, cultures, and writing systems ( 3). Difficulties with comorbidities may continue into adulthood ( 2). While there is a growing research literature on this association, more studies are needed of when to intervene and of the early and long-term benefits of comprehensive intervention.ĭespite a strong reciprocal association between reading disorder (RD) and mental disorders in young people ( 1), their co-occurrence is often under-recognized and under-treated resulting in less than optimal outcomes in all areas including emotional outcomes. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. Much of the literature we describe is on decoding-based RD (or developmental dyslexia) as it is the most common form of RD. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Reading disorder (RD), a specific learning disorder (SLD) of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings.
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