Diagnostic Criteria for Reading Disorder¹

• Reading achievement, as measured by individually administered standardized tests of reading accuracy or comprehension, is substantially below that expected given the person's chronological age, measured intelligence, and age-appropriate education.
• The disturbance in Criterion A significantly interferes with academic achievement or activities of daily living that require reading skills.
• If a sensory deficit is present, the reading difficulties are in excess of those usually associated with it.

• Mathematical ability, as measured by individually administered standardized tests, is substantially below that expected given the person's chronological age, measured intelligence, and age-appropriate education.
• The disturbance in Criterion A significantly interferes with academic achievement or activities of daily living that require mathematical ability.
• If a sensory deficit is present, the difficulties in mathematical ability are in excess of those usually associated with it.

• Writing skills, as measured by individually administered standardized tests (or functional assessments of writing skills), are substantially below that expected given the person's chronological age, measured intelligence, and age-appropriate education.
• The disturbance in Criterion A significantly interferes with academic achievement or activities of daily living that require the composition of written texts (eg, writing grammatically correct sentences and organized paragraphs).
• If a sensory deficit is present, the difficulties in writing skills are in excess of those usually associated with it.

Reference: 1. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR®). 4^th ed, Text Revision. Washington, DC: American Psychiatric Association; 2000;49-56.]