https://psycnet.apa.org/record/2023-47082-005
Reading represents the most common academic domain in which children and young adults experience difficulties in school. Specific reading disabilities (SRDs) are neurodevelopmental disorders that emerge early in development and persist into adulthood. They are characterized by protracted difficulties reading and spelling words with accuracy, reading words and text with fluency, and constructing meaning from written text. This chapter reviews research on SRDs, a disorder characterized by protracted difficulties in reading. It begins with a review of research related to the interrelated issues of prevalence, risk, and identification. These factors are inseparable due to the underlying dimensionality of attributes of SRDs. Relative reading skill profiles define two primary subtypes of SRDs: dyslexia and specific reading comprehension disabilities. The chapter reviews recommendations for interventions for individuals with SRDs, highlighting the importance of systematic and explicit instruction in deficit skills. It concludes with open questions for future research investigating interventions for SRDs
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