Epidemiology of reading disability: A comparison of DSM-5 and ICD-11 criteria

The present study performed a systematic comparison of DSM-5 and ICD-11 diagnostic criteria for reading disability. We quantitatively investigated the consequences using or ICD-11, different ways implementing each criterion on prevalence did so in representative sample population French sixth-graders (N = 25,000), comprehension test to assess ability. A compromise set thresholds yielded 6.6% according 3.5% ICD-11. Factors that had greatest influence estimates were relative IQ interference with academic performance. Compared reference population, children disability more likely be boys (sex ratio≈1.6), schooled disadvantaged area (OR≈2.1), have lower SES (d≈-0.7), non-verbal (d≈-0.4 – -0.9), math scores (d≈-1.4). Our results emphasize choice classification operationalization large impact who is diagnosed