Abstract
Unaddressed reading disabilities (RDs) can increase a child’s susceptibility to poor mental health and psychosocial outcomes. RDs can make children susceptible to poor academic performance and various psychiatric comorbidities. The aim of this review is to closely examine the correlation between RDs and psychiatric disorders and the psychosocial consequences of RDs. We also aim to highlight the importance of early identification and intervention of learning disabilities with impairment in reading.
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