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Epidemiology of Reading Disability: A Comparison of DSM-5 and ICD-11 Criteria

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Title: Epidemiology of Reading Disability: A Comparison of DSM-5 and ICD-11 Criteria
Language: English
Authors: Di Folco, Cécile, Guez, Ava (ORCID 0000-0002-6509-1893), Peyre, Hugo (ORCID 0000-0001-8757-0783), Ramus, Franck (ORCID 0000-0002-1122-5913)
Source: Scientific Studies of Reading. 2022 26(4):337-355.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Junior High Schools
Secondary Education
Descriptors: Reading Difficulties, Disability Identification, Grade 6, Gender Differences, Socioeconomic Status, Intelligence Quotient, Nonverbal Ability, Mathematics Achievement, Classification, Incidence, Foreign Countries, Middle School Students, Reading Comprehension, Academic Achievement, French, Student Characteristics, Handedness, Grade Repetition, Self Efficacy, Student Motivation
Geographic Terms: France
DOI: 10.1080/10888438.2021.1998067
ISSN: 1088-8438
1532-799X
Abstract: The present study performed a systematic comparison of DSM-5 and ICD-11 diagnostic criteria for reading disability. We quantitatively investigated the consequences of using DSM-5 or ICD-11, and of the different ways of implementing each diagnostic criterion on the prevalence of reading disability. We did so in a representative sample of the population of French sixth-graders (N = 25,000), using a reading comprehension test to assess reading ability. A compromise set of criteria and thresholds yielded a prevalence of 6.6% according to DSM-5 and 3.5% according to ICD-11. Factors that had the greatest influence on prevalence estimates were the criteria relative to IQ and to interference with academic performance. Compared with the reference population, children with reading disability were more likely to be boys (sex ratio˜1.6), to be schooled in a disadvantaged area (OR[approximately equal to] 2.1), and to have lower SES (d[approximately equal to] -0.7), non-verbal IQ (d[approximately equal to] -0.4 - -0.9), and math scores (d[approximately equal to] -1.4). Our results emphasize that the choice of classification and the operationalization of diagnostic criteria have a large impact on who is diagnosed with reading disability.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1360488
Database: ERIC
FullText Text:
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  Data: Epidemiology of Reading Disability: A Comparison of DSM-5 and ICD-11 Criteria
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Di+Folco%2C+Cécile%22">Di Folco, Cécile</searchLink><br /><searchLink fieldCode="AR" term="%22Guez%2C+Ava%22">Guez, Ava</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6509-1893">0000-0002-6509-1893</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peyre%2C+Hugo%22">Peyre, Hugo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8757-0783">0000-0001-8757-0783</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ramus%2C+Franck%22">Ramus, Franck</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1122-5913">0000-0002-1122-5913</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Scientific+Studies+of+Reading%22"><i>Scientific Studies of Reading</i></searchLink>. 2022 26(4):337-355.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 19
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  Label: Publication Date
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Quotient%22">Intelligence Quotient</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Ability%22">Nonverbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Handedness%22">Handedness</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Repetition%22">Grade Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
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  Group: ID
  Data: 10.1080/10888438.2021.1998067
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1088-8438<br />1532-799X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study performed a systematic comparison of DSM-5 and ICD-11 diagnostic criteria for reading disability. We quantitatively investigated the consequences of using DSM-5 or ICD-11, and of the different ways of implementing each diagnostic criterion on the prevalence of reading disability. We did so in a representative sample of the population of French sixth-graders (N = 25,000), using a reading comprehension test to assess reading ability. A compromise set of criteria and thresholds yielded a prevalence of 6.6% according to DSM-5 and 3.5% according to ICD-11. Factors that had the greatest influence on prevalence estimates were the criteria relative to IQ and to interference with academic performance. Compared with the reference population, children with reading disability were more likely to be boys (sex ratio˜1.6), to be schooled in a disadvantaged area (OR[approximately equal to] 2.1), and to have lower SES (d[approximately equal to] -0.7), non-verbal IQ (d[approximately equal to] -0.4 - -0.9), and math scores (d[approximately equal to] -1.4). Our results emphasize that the choice of classification and the operationalization of diagnostic criteria have a large impact on who is diagnosed with reading disability.
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  Data: 2023
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        Value: 10.1080/10888438.2021.1998067
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      – Text: English
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        PageCount: 19
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    Subjects:
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Disability Identification
        Type: general
      – SubjectFull: Grade 6
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      – SubjectFull: Gender Differences
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Student Motivation
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      – SubjectFull: France
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      – TitleFull: Epidemiology of Reading Disability: A Comparison of DSM-5 and ICD-11 Criteria
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