Developmental Expressive Writing Disorder
The essential feature of this disorder is marked impairment in the development of
expressive writing skills that is not explainable by Mental Retardation or
inadequate schooling and that is not due to a visual or hearing defect or a
neuralgic disorder. The diagnosis is made only if this impairment significantly
interferes with academic achievement or with activities of daily living that require
expressive writing skills. The impairment in the ability to compose written texts
may be marked by spelling errors, grammatical or punctuation errors within
sentences, or poor paragraph organization.
Associated features. Common associated disorders are Developmental
Reading Disorder, Developmental Expressive and Receptive Language Disorder,
Developmental Arithmetic Disorder, Developmental Coordination Disorder, and
Disruptive Behavior Disorders.
Age at onset. In severe cases, the disorder is apparent by age seven
(second grade); in less severe cases, the disorder may not be apparent until age
ten (fifth grade) or later.
Course and prevalence. Little attention has been given to Developmental
Expressive Writing Disorder until recently. Consequently, there is no
systematically collected information about course and prevalence. However, it is
estimated that the disorder is probably as common as Developmental Reading
Disorder and has a similar course.
Familial pattern. A history of Developmental Language Disorders and
Academic Skills Disorders in first-degree biologic relatives is common.
Differential diagnosis. In Mental Retardation, difficulty composing written texts is
commensurate with the general impairment in intellectual functioning. However,
in some cases of Mild Mental Retardation, expressive writing skills may be
significantly below the expected level, given the person's schooling and level of
Mental Retardation. In such cases the additional diagnosis of Developmental
Expressive Writing Disorder should be made, since treatment of the writing
difficulties can be particularly helpful to the child's chances for employment in
adulthood.
Impaired vision or hearing may affect expressive writing ability, and should
be ruled out through audiometric or visual screening tests. Impairment in motor
coordination, observed in Developmental Coordination Disorder and certain
physical disorders, may produce illegible handwriting, but spelling and
expression of thoughts in writing may not be affected.
Inadequate schooling can result in poor written expression abilities. In such
cases, however, there is likely to be a history of many school changes or
absences, or most other children in the school are likely to have similar
difficulty.
( Diagnostic Criteria for Developmental Expressive Writing
Disorder)
A. Writing skills, as measured by a standardized, individually administered
test, are markedly below the expected level, given the person's schooling
and intellectual capacity (as determined by an individually administered IQ
test).
B. The disturbance in a significantly interferes with academic achievement or
activities of daily living requiring the composition of written texts (spelling
words and expressing thoughts in grammatically correct sentences and
organized paragraphs).
C. Not due to a defect in visual or hearing acuity or a neuralgic disorder.
Developmental Reading Disorder
The essential feature of this disorder is marked impairment in the development of
word recognition skills and reading comprehension that is not explainable by
Mental Retardation or inadequate schooling and that is not due to a visual or
hearing defect or a neuralgic disorder. The diagnosis is made only if this
impairment significantly interferes with academic achievement or with activities of
daily living that require reading skills.
Oral reading is characterized by omissions, distortions, and substitutions of
words and by slow, halting reading. Reading comprehension is also affected.
This disorder has been referred to as "dyslexia."
Associated features. Deficits in expressive language and speech
discrimination are usually present, and may be severe enough to warrant the
additional diagnosis of Developmental Expressive or Receptive Language
Disorder. Developmental Expressive Writing Disorder is often present. In some
cases there is a discrepancy between verbal and performance intelligence
scores. Visual perceptual deficits are seen in only about 10% of cases. Disruptive
Behavior Disorders may also be present, particularly in older children and
adolescents.
Age at onset. The disorder is usually apparent by age seven (second grade).
In severe cases, evidence of reading difficulty may be apparent as early as age
six (first grade). Sometimes Developmental Reading Disorder may be
compensated for in the early elementary grades, particularly when it is
associated with high scores on intelligence tests. In this case, the disorder may
not be apparent until age nine (fourth grade) or later.
Course. With reading therapy, if the disorder is mild, there often are no signs
of the disorder in adulthood. If the disorder is severe, even with treatment many
signs of the disorder remain for life.
Prevalence. Estimates of the prevalence of the disorder in school-age
children have ranged from 2% to 8%.
Familial pattern. The disorder is more common among first-degree biologic
relatives than in the general population.
Differential diagnosis. In Mental Retardation, reading difficulty is
commensurate with the general impairment in intellectual functioning. However,
in some cases of Mild Mental Retardation, the reading level is significantly below
the expected level given the person's schooling and level of Mental Retardation.
In such cases the additional diagnosis of Developmental Reading Disorder
should be made, since treatment of the reading difficulties can be particularly
helpful to the child's chances for employment in adulthood.
Inadequate schooling can result in poor performance on standardized
reading tests. In such cases, however, there is likely to be a history of many
school changes or absences, or most other children in the school are likely to
have similar difficulty.
Impaired vision or hearing may affect reading ability, and can be ruled out
through audiometric or visual screening tests.
(Diagnostic criteria for Developmental reading Disorder)
A. Reading achievement, as measured by a standardized, individually
administered test, is markedly below the expected level, given the person's
schooling and intellectual capacity (as determined by an individually
administered IQ test).
B. The disturbance in (A) significantly interferes with academic achievement
or activities of daily living requiring reading skills.
C. Not due to a defect in visual or hearing acuity or a neuralgic disorder.
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Developmental Expressive Writing Disorder
The essential feature of this disorder is marked impairment in the development of expressive writing skills that is not explainable by Mental Retardation or inadequate schooling and that is not due to a visual or hearing defect or a neuralgic disorder. The diagnosis is made only if this impairment significantly interferes with academic achievement or with activities of daily living that require expressive writing skills. The impairment in the ability to compose written texts may be marked by spelling errors, grammatical or punctuation errors within sentences, or poor paragraph organization.
Associated features. Common associated disorders are Developmental Reading Disorder, Developmental Expressive and Receptive Language Disorder, Developmental Arithmetic Disorder, Developmental Coordination Disorder, and Disruptive Behavior Disorders.
Age at onset. In severe cases, the disorder is apparent by age seven (second grade); in less severe cases, the disorder may not be apparent until age ten (fifth grade) or later.
Course and prevalence. Little attention has been given to Developmental Expressive Writing Disorder until recently. Consequently, there is no systematically collected information about course and prevalence. However, it is estimated that the disorder is probably as common as Developmental Reading Disorder and has a similar course.
Familial pattern. A history of Developmental Language Disorders and Academic Skills Disorders in first-degree biologic relatives is common.
Differential diagnosis. In Mental Retardation, difficulty composing written texts is commensurate with the general impairment in intellectual functioning. However, in some cases of Mild Mental Retardation, expressive writing skills may be significantly below the expected level, given the person's schooling and level of Mental Retardation. In such cases the additional diagnosis of Developmental Expressive Writing Disorder should be made, since treatment of the writing difficulties can be particularly helpful to the child's chances for employment in adulthood.
Impaired vision or hearing may affect expressive writing ability, and should be ruled out through audiometric or visual screening tests. Impairment in motor coordination, observed in Developmental Coordination Disorder and certain physical disorders, may produce illegible handwriting, but spelling and expression of thoughts in writing may not be affected.
Inadequate schooling can result in poor written expression abilities. In such cases, however, there is likely to be a history of many school changes or absences, or most other children in the school are likely to have similar difficulty.
( Diagnostic Criteria for Developmental Expressive Writing Disorder)
A. Writing skills, as measured by a standardized, individually administered test, are markedly below the expected level, given the person's schooling and intellectual capacity (as determined by an individually administered IQ test).
B. The disturbance in a significantly interferes with academic achievement or activities of daily living requiring the composition of written texts (spelling words and expressing thoughts in grammatically correct sentences and organized paragraphs).
C. Not due to a defect in visual or hearing acuity or a neuralgic disorder.
Developmental Reading Disorder
The essential feature of this disorder is marked impairment in the development of word recognition skills and reading comprehension that is not explainable by Mental Retardation or inadequate schooling and that is not due to a visual or hearing defect or a neuralgic disorder. The diagnosis is made only if this impairment significantly interferes with academic achievement or with activities of daily living that require reading skills.
Oral reading is characterized by omissions, distortions, and substitutions of words and by slow, halting reading. Reading comprehension is also affected. This disorder has been referred to as "dyslexia."
Associated features. Deficits in expressive language and speech discrimination are usually present, and may be severe enough to warrant the additional diagnosis of Developmental Expressive or Receptive Language Disorder. Developmental Expressive Writing Disorder is often present. In some cases there is a discrepancy between verbal and performance intelligence scores. Visual perceptual deficits are seen in only about 10% of cases. Disruptive Behavior Disorders may also be present, particularly in older children and adolescents.
Age at onset. The disorder is usually apparent by age seven (second grade). In severe cases, evidence of reading difficulty may be apparent as early as age six (first grade). Sometimes Developmental Reading Disorder may be compensated for in the early elementary grades, particularly when it is associated with high scores on intelligence tests. In this case, the disorder may not be apparent until age nine (fourth grade) or later.
Course. With reading therapy, if the disorder is mild, there often are no signs of the disorder in adulthood. If the disorder is severe, even with treatment many signs of the disorder remain for life.
Prevalence. Estimates of the prevalence of the disorder in school-age children have ranged from 2% to 8%.
Familial pattern. The disorder is more common among first-degree biologic relatives than in the general population.
Differential diagnosis. In Mental Retardation, reading difficulty is commensurate with the general impairment in intellectual functioning. However, in some cases of Mild Mental Retardation, the reading level is significantly below the expected level given the person's schooling and level of Mental Retardation. In such cases the additional diagnosis of Developmental Reading Disorder should be made, since treatment of the reading difficulties can be particularly helpful to the child's chances for employment in adulthood.
Inadequate schooling can result in poor performance on standardized reading tests. In such cases, however, there is likely to be a history of many school changes or absences, or most other children in the school are likely to have similar difficulty.
Impaired vision or hearing may affect reading ability, and can be ruled out through audiometric or visual screening tests.
(Diagnostic criteria for Developmental reading Disorder)
A. Reading achievement, as measured by a standardized, individually administered test, is markedly below the expected level, given the person's schooling and intellectual capacity (as determined by an individually administered IQ test).
B. The disturbance in (A) significantly interferes with academic achievement or activities of daily living requiring reading skills.
C. Not due to a defect in visual or hearing acuity or a neuralgic disorder.