Introduction
The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.
Minimal Risk
Your score indicates that there is very little in your reading and learning history to indicate that your child is at risk for a reading disability (dyslexia). However, your preschooler is also at increased risk for later dyslexia if he/she
- was a late talker.
- had speech that was hard to understand because of articulation mistakes.
- was diagnosed and/or treated for a speech or language problem.
- had more trouble than classmates learning letter names and sounds in preschool or kindergarten.
- have more trouble than other, same-age children learning his/her phone number and address or learning the names of colors, people, or places.
- mixes up sounds in words (e.g. “aminals” for animals; “pesketti” for spaghetti; “donimoes” for dominoes).
- is less interested in being read to than siblings or other same-age children.
The more of these signs that are present, the greater the risk for later dyslexia in your preschooler. If you or your child’s teachers are concerned about your child’s reading progress, we recommend that you pursue an evaluation with the school or a licensed child psychologist to examine the nature of these difficulties.
Moderate Risk
Your score indicates that there are features of your reading and learning history (e.g. difficulty learning to spell, disliking reading) that may be consistent with a reading disability (dyslexia). Reading disability constitutes a very common learning disability, affecting approximately 5% of the United States population. Reading disability is characterized by slow or effortful reading, difficulty sounding out new words, and problems with spelling. Parents who experienced moderate reading difficulties as children are more likely to have children who will experience reading difficulties and/or meet criteria for a reading disability. Your preschooler is also at increased risk for later dyslexia if he/she
- was a late talker.
- had speech that was hard to understand because of articulation mistakes.
- was diagnosed and/or treated for a speech or language problem.
- had more trouble than classmates learning letter names and sounds in preschool or kindergarten.
- have more trouble than other, same-age children learning his/her phone number and address or learning the names of colors, people, or places.
- mixes up sounds in words (e.g. “aminals” for animals; “pesketti” for spaghetti; “donimoes” for dominoes).
- is less interested in being read to than siblings or other same-age children.
The more of these signs that are present, the greater the risk for later dyslexia in your preschooler. If you or your child’s teachers are concerned about your child’s reading progress, we recommend that you pursue an evaluation with the school or a licensed child psychologist to examine the nature of these difficulties. To find assistance please click here
Significant Risk
Your score indicates that there are several features of your reading and learning history (e.g. difficulty learning to spell, reading slowly, disliking reading) that are consistent with a reading disability (dyslexia). Reading disability constitutes a very common learning disability, affecting approximately 5% of the United States population. Reading disability is characterized by slow or effortful reading, difficulty sounding out new words, and problems with spelling. The results of this questionnaire indicate that you have experienced some or all of those symptoms. Parents who experienced significant reading difficulties as children are more likely to have children who will experience reading difficulties and/or meet criteria for a reading disability. Your preschooler is also at increased risk for later dyslexia if he/she
- was a late talker.
- had speech that was hard to understand because of articulation mistakes.
- was diagnosed and/or treated for a speech or language problem.
- had more trouble than classmates learning letter names and sounds in preschool or kindergarten.
- have more trouble than other, same-age children learning his/her phone number and address or learning the names of colors, people, or places.
- mixes up sounds in words (e.g. “aminals” for animals; “pesketti” for spaghetti; “donimoes” for dominoes).
- is less interested in being read to than siblings or other same-age children.
The more of these signs that are present, the greater the risk for later dyslexia in your preschooler. If you or your child’s teachers are concerned about your child’s reading progress, we recommend that you pursue an evaluation with the school or a licensed child psychologist to examine the nature of these difficulties. To find assistance please click here
Scoring Instructions
1. Add up the circled numbers and record that as the Total Score.
2. If the respondent is FATHER, the following cutoffs apply:
Total Score <21 = Minimal Risk
Total Score 21-26 = Moderate Risk
Total Score >26 = Significant Risk
3. If the respondent is MOTHER, the following cutoffs apply:
Total Score <14 = Minimal Risk
Total Score 14-19 = Moderate Risk
Total Score >19 = Significant Risk
Click here for more information about your scores.
