TITLE

Evaluation of the Double-Deficit Hypothesis Subtype Classification of Readers in Spanish

AUTHOR(S)
Escribano, Carmen López
PUB. DATE
July 2007
SOURCE
Journal of Learning Disabilities;Jul/Aug2007, Vol. 40 Issue 4, p319
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The double-deficit hypothesis acknowledges both phonological processing deficits and serial naming speed deficits as two dimensions associated with reading disabilities. The purpose of this study was to examine these two dimensions of reading as they were related to the reading skills of 29 Spanish average readers and poor readers (mean age 9 years 7 months) who met the criteria for either single phonological deficit (PD), double deficit (DD), or no deficit. DD children were the slowest readers and had the weakest orthography processing skills. No significant differences were found between PD and DD groups on word and pseudo-word reading. Word reading and reading comprehension skills were average or above average in the three studied groups. As in previous studies in transparent orthographies, word reading was not a salient problem for Spanish poor readers, whereas for the DD group, reading speed and orthographic recognition skills were significantly affected.
ACCESSION #
25643855

 

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