![]() For example, in English-speaking countries, children struggle to learn the correspondence between letters and sounds in order to decode single words accurately, whereas adults may have mastered basic decoding skills but read slowly and with effort. SLD is understood to be a cross-cultural and chronic condition that typically persists into adulthood, albeit with cultural differences and developmental changes in the way the learning difficulties manifest. Early signs of learning difficulties may appear in the preschool years (e.g., difficulty learning names of letters or counting objects), but they can only be diagnosed reliably after starting formal education. The learning difficulties are ‘unexpected’ in that other aspects of development seem to be fine. Rosemary Tannock, a member of the DSM-5 work group, explains just what those changes mean.Ī: DSM-5 considers SLD to be a type of Neurodevelopmental Disorder3 that impedes the ability to learn or use specific academic skills (e.g., reading, writing, or arithmetic), which are the foundation for other academic learning. The changes were significant, but perhaps not as bad as predicted. ![]() ![]() Months later, after numerous petitions, countless discussions, various position statements, and many meetings, the DSM-5 was released. In May 2012, we brought to your attention that the American Psychological Association was revising the Fourth Edition of the Diagnostic and Statistical Manual of Mental Disorders, which included greatly changing the section on specific learning disabilities. ![]() DSM-5 Changes in Diagnostic Criteria for Specific Learning Disabilities (SLD)1: What are the Implications? ![]()
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