Neurodevelopmental disorders · learning · language · coordination
Dys disorders: common names and their DSM-5-TR equivalents
Dyslexia, dysorthography, dyscalculia, dysphasia and dyspraxia remain useful everyday terms because they immediately describe the type of difficulty involved. DSM-5-TR, however, organises these conditions differently: the five “Dys” labels are not five parallel DSM diagnoses.
Reading, written-expression and mathematics difficulties are grouped under Specific Learning Disorder. Dysphasia maps most closely to Language Disorder, while dyspraxia corresponds to Developmental Coordination Disorder.
DSM-5-TR
Different terminology, overlapping clinical realities
“Dys” is an everyday umbrella term. In DSM-5-TR, dyslexia, dysorthography and dyscalculia are described within Specific Learning Disorder, with the affected academic domain specified. Dysphasia and dyspraxia belong to other neurodevelopmental categories.
Reading / writing / mathematics → Specific Learning Disorder
Oral language → Language Disorder
Motor coordination → Developmental Coordination Disorder
Dyslexia
DSM-5-TR: Specific Learning Disorder, with impairment in reading
When reading remains unusually difficult
Dyslexia primarily affects the acquisition and automaticity of reading. Difficulties can involve word-reading accuracy, reading rate or fluency, decoding and sometimes comprehension when the effort required for reading consumes excessive cognitive resources.
- slow or effortful reading;
- persistent word-reading errors;
- decoding and fluency difficulties;
- spelling difficulties are also common.
Dysorthography
DSM-5-TR: Specific Learning Disorder, with impairment in written expression
When spelling and written expression remain persistently difficult
Dysorthography refers to persistent spelling difficulties. It is not a standalone DSM-5-TR diagnosis: these difficulties fall under impairment in written expression, which may involve spelling, grammar, punctuation or the organisation of written work.
- frequent and persistent spelling errors;
- omitted or substituted letters or syllables;
- grammar or conjugation difficulties;
- slow or effortful written production.
Dyscalculia
DSM-5-TR: Specific Learning Disorder, with impairment in mathematics
When numbers and mathematics remain difficult to automate
Dyscalculia affects the learning of number-related concepts and mathematics. It may involve number sense, memorisation of arithmetic facts, calculation fluency or mathematical reasoning.
- weak number sense;
- difficulty learning arithmetic facts;
- slow or inaccurate calculation;
- difficulty applying mathematical concepts.
Dysphasia
DSM-5-TR: Language Disorder
When language acquisition and use are persistently impaired
The term dysphasia is still widely used in some countries. In DSM-5-TR, the closest diagnostic category is Language Disorder. Difficulties may affect vocabulary, sentence structure and discourse, in comprehension and/or expression.
Developmental Language Disorder (DLD) is also widely used in current international clinical and research terminology.
Dyspraxia
DSM-5-TR: Developmental Coordination Disorder (DCD)
When motor coordination makes everyday actions unusually difficult
Dyspraxia corresponds most closely to Developmental Coordination Disorder in DSM-5-TR. A person may appear unusually clumsy, slow or inaccurate in tasks that require coordinated movement.
- dropping or bumping into objects;
- difficulties with handwriting, shoelaces or cutlery;
- slow or inaccurate movements;
- difficulties with some sports or motor activities.
Assessment
How are Dys disorders evaluated?
Diagnosis is not based on a single score. Difficulties must be persistent, significant and not better explained by another cause.
1
Define the difficulty precisely
Reading, spelling, mathematics, language or coordination: what is difficult, how long has it been present, and how much does it interfere with everyday life?
2
Measure the relevant skills
Standardised measures are used to compare current performance with what is expected for age and educational level.
3
Consider alternative explanations
Intellectual disability, sensory problems, inadequate instruction, ADHD, language disorder, ASD or emotional factors may also contribute to difficulties.
4
Build the whole picture
Psychological assessment can clarify cognitive functioning and differential diagnosis. Depending on the Dys profile, speech-language, occupational, motor or medical assessment may also be required.
Giftedness + Dys
Very high cognitive ability can sometimes mask a Dys disorder
A child with very high cognitive intelligence may develop effective compensation strategies. Difficulties may therefore remain less visible for years and become obvious only when academic demands increase.
An uneven cognitive profile is not enough to diagnose a Dys disorder. It may raise a question and indicate that more targeted assessment is worthwhile.
Coexisting profiles
Dys disorders can coexist with other neurodevelopmental profiles
ADHDAttention difficulties may coexist with a learning disorder or sometimes imitate part of its school impact.
Understand ADHD →
ASDAutism Spectrum Disorder may coexist with language, coordination or learning difficulties.
Understand ASD →
HIPVery high cognitive intelligence does not prevent a Dys disorder and can sometimes partly compensate for it.
Understand HIP →
Frequently asked questions
Key points about Dys disorders
Is “Dys disorder” a DSM-5-TR diagnosis?
No. It is an umbrella term used in everyday language. DSM-5-TR uses more specific diagnostic categories according to the domain affected.
Can someone have several Dys disorders?
Yes. These disorders can coexist with each other and can also occur alongside ADHD, ASD or other difficulties.
Can a gifted child also have a Dys disorder?
Yes. High Intellectual Potential and a Dys disorder can absolutely coexist.
Is psychological assessment always sufficient?
No. It can be central for understanding cognitive functioning and differential diagnosis, but specialist assessments may also be necessary depending on the difficulty.
Are you wondering about a Dys disorder in yourself or your child?
Assessment can clarify cognitive functioning, consider alternative explanations and determine which specialist evaluations may be useful.
