social, cognitive, or linguistic skills.adequate or advanced word recognition skills.Hyperlexia can be differentiated from precocious reading, in that individuals with hyperlexia have significant problems in listening and reading comprehension.Ī person with reading comprehension deficits may have difficulties with Reading comprehension deficit is sometimes referred to as specific comprehension deficit or hyperlexia. Morphological awareness (inflections, derivations, and compounds).Phonological awareness (rhyming, segmenting and blending, awareness of sounds and syllables in words).accurate and/or fluent word recognition and.A person with word recognition deficits typically has relatively intact language comprehension but may have difficulties with It is characterized by difficulty with reading despite instruction and without coexisting intellectual, sensory, or neurological difficulties. Word recognition deficit is sometimes referred to as dyslexia. For more comprehensive lists, see the Assessment and Treatment sections of the Written Language Disorders Practice Portal page. Writing disorder labels also vary, with some being dysgraphia, writing disability, writing disorder, and specific writing disorder.Īreas to consider in assessing and treating written language disorders as well as differentially diagnosing within and across spoken and written language disorders are also included below. Labels for reading disorders include dyslexia, reading disability, reading disorder, specific reading disorder, and specific reading comprehension deficit. For a detailed description of the language domains as they relate to spoken and written language, see Language In Brief. Similarly, a person can have difficulty with the writing process as well as with generating the written product.ĭeficits in reading, writing, and spelling can affect one or more language domains (see below).
The terms “poor readers” or “garden variety readers” are sometimes used to describe readers with generalized difficulties in reading comprehension. Spelling impairment and difficulties expressing ideas in written form can affect both reading and writing difficulty or progress in either spelling or word reading can influence performance in the other area. For example, deficits in word recognition and reading comprehension often co-occur as readers must not only recognize words but also make inferences about implicit situations in the text (Castles et al., 2018). Although these descriptions are listed separately, individuals can experience combined deficits in more than one area. Below are descriptions of reading, writing, and spelling disorders.
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