Specific Learning Disorder with Impairment in Written Expression
Disorder of written expression and dysgraphia are both terms used to describe individuals who experience difficulties learning and using academic skills related to writing.[1] . Despite the prevalence of these terms in educational and professional settings, neither are recognized as formal diagnoses by the American Psychiatric Association (APA) in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) [2] . Instead, the DSM-5-TR includes difficulties with written expression under the diagnostic criteria for specific learning disorder (SLD). Individuals who experience persistent and impairing difficulties learning foundational academic skills related to writing and who fulfill the diagnostic criteria for specific learning disorder merit a diagnosis of SLD with the specifier “with impairment in written expression”. An individual who has a SLD with impairment in written expression may make multiple grammatical or punctuation errors within sentences, employ poor paragraph organization, struggle to clearly express their ideas in writing, or frequently misspell words.[2] These difficulties are not better explained by intellectual disabilities, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction.[2] The onset of SLD with impairment in written expression occurs during the years of formal schooling,[2] and prevalence estimates of this disorder have ranged from as low as 1.8% [3] to as high as 15.6% [4] among school-age children. These seemingly large differences in prevalence rates may be explained by differences in the assessment techniques that were used to determine the presence of SLD with impairment in written expression across studies. Despite the discrepancies in prevalence estimates, there is strong support in the literature that writing difficulties often have far-reaching negative effects on both academic success and self-esteem [5]
References
- ↑ Chung, P.J.; Patel, D.R.; Nizami, I. (2020). "Disorder of written expression and dysgraphia: Definition, diagnosis, and management". Translational Pediatrics. 9 (1): 46–54. doi:10.21037/tp.2019.11.01. PMC 7082241 Check
|pmc=value (help). PMID 32206583 Check|pmid=value (help). - ↑ 2.0 2.1 2.2 2.3 American Psychiatric Association (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). doi:10.1176/appi.books.9780890425787. ISBN 978-0-89042-575-6. Unknown parameter
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- ↑ Büber, A.; Başay, Ö; Şenol, H. (2020). "The prevalence and comorbidity rates of specific learning disorder among primary school children in Turkey". Nordic Journal of Psychiatry. 74 (6): 453–460. doi:10.1080/08039488.2020.1740782. PMID 32186228 Check
|pmid=value (help). Unknown parameter|s2cid=ignored (help) - ↑ Chacko, D.; Vidhukumar, K. (2020). "The prevalence of specific learning disorder among school-going children in Ernakulam District, Kerala, India: Ernakulam learning disorder (ELD) study". Indian Journal of Psychological Medicine. 42 (3): 250–255. doi:10.4103/IJPSYM.IJPSYM_199_19. PMC 7320732 Check
|pmc=value (help). PMID 32612329 Check|pmid=value (help). - ↑ Feder, K.P.; Majnemer, A. (2007). "Handwriting development, competency, and intervention". Developmental Medicine & Child Neurology. 49 (4): 312–317. doi:10.1111/j.1469-8749.2007.00312.x. PMID 17376144. Unknown parameter
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