Article2008

The Double-Deficit Hypothesis in Spanish Developmental Dyslexia

Juan Eugenio Jiménez · Isabel Hernández-Valle · Cristina Rodríguez · Remedios Guzmán Rosquete · Alicia Díaz · María del Rosario Ortiz González

32 citations0/0 files storedTopics in Language Disorders

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

This study was designed to explore the double-deficit hypothesis (DDH) of developmental dyslexia in a sample of 133 Spanish children between the ages of 7 and 12 years. Four groups were formed on the basis of their performance in phonemic awareness and rapid automatized naming (RAN): (1) one group with low performance in naming speed (NS), but average in phonological awareness (PA; naming deficit subtype); (2) a second group with low performance in PA, but normal in NS (phonological deficit subtype); (3) a third group with low performance in both variables (double-deficit subtype); and (4) a fourth group with no deficit in PA and NS (control group). The four groups were compared on measures of lexical access (naming word and pseudowords), fluency, orthographic abilities, and reading comprehension. The double-deficit subtype showed the most difficulties with reading, and the presence of deficit in RAN in naming deficit subtype affected measures of fluency but not orthographic abilities. However, fewer differences were noted between single-deficit subgroups. These results are partially consistent with the predictions of the DDH.

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References

1980Individual differences in working memory and reading 1999The double-deficit hypothesis for the developmental dyslexias.1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities 1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader 1989The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children 2000Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters 2000Naming-Speed Processes, Timing, and Reading 1993Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia

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2017Are Phonological Processes Separate from the Processes Underlying Naming Speed in a Shallow Orthography?

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