Recognizing Psychiatric Comorbidity With Reading Disorders

Abstract

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. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. 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. 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. 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. Much of the literature we describe is on decoding-based RD (or developmental dyslexia) as it is the most common form of RD. 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. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. 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.

Brain activity patterns of phonemic representations are atypical in beginning readers with family risk for dyslexia

“…However, a series of similar experiments in adult university students did not find support for a problem related to the nature of phonological representations but rather supported an access problem (Ramus & Szenkovits, ; Dickie, Ota, & Clark, ). It should be acknowledged that these cognitive experiments cannot purely measure either representation or access since the measured outcome is the result of the dynamic interplay between them and deficits can be biased by attentional problems, which are often present in the dyslexic population (Hendren, Haft, Black, White, & Hoeft, ; Hong, ).…”

Specific learning disability

“…Current and future harm: Learning disabilities are associated not only with functional and psychological struggle during childhood but also with problems into adult life that significantly impact physical and mental health services (see Table ). They represent a substantial public health problem. Comorbid problems: SLD are often associated with other problems that may require medical attention, particularly the medical treatment of attention‐deficit hyperactivity disorder (ADHD) and mental health problems . A set of problems that are known to be causal for learning problems is summarised in Table . Opportunity to help: Beyond the benefits of medical treatments, intelligent advocacy from a medical professional may lead to understanding and rational intervention.…”

“…4 Comorbid problems: SLD are often associated with other problems that may require medical attention, particularly the medical treatment of attention-deficit hyperactivity disorder (ADHD) 17 and mental health problems. 6 A set of problems that are known to be causal for learning problems is summarised in Table 2. 5 Opportunity to help: Beyond the benefits of medical treatments, intelligent advocacy from a medical professional may lead to understanding and rational intervention.…”

“…After time, there is a risk of losing motivation, giving up, avoiding hurt Adaptive [6][7][8][9][10][11] Maladaptive adjustment over time, such as behaviour that is disruptive or antisocial, or coping strategies such as substance abuse Adult [12][13][14][15][16] Risk in many areas of adult function beyond learning, including mental and physical health, social relationships, vocational achievement, criminal behaviour…”

Introduction to the Special Issue “Comorbidities between Reading Disorders and Other Developmental Disorders”

“…One of the most important reasons for understanding the causes of neurodevelopmental disorders is to devise theoretically motivated interventions. More specifically, there is a significant question to be answered regarding whether reading interventions, which are known to be effective for children with pure disorders, are as effective for those with comorbid disorders (Hendren et al, 2018;Sexton et al, 2012). Related questions include Should individuals with comorbid disorders receive interventions for both disorders and is it best to provide the two different treatments in parallel or sequentially?, and Are there any transfer effects of a specific intervention to the symptomatology of a comorbid disorder?…”