The double-deficit hypothesis suggests that deficient skills on two dimensions, rapid naming and phonemic awareness, are associated with poor reading. We studied the reading, spelling, and orthographic skills of Grade 3 children who met our criteria for double asset (DA), single phonological deficit (PD), single naming speed deficit (NSD), and double deficit (DD) groups. Analyses of variance revealed main effects of each factor, oftentimes modified by significant interactions, on the varied achievement measures. All deficit groups performed below the DA children. Compared to children with NSD, children with PD (a) were less accurate decoders, (b) were faster readers, (c) had weaker spelling dictation, and (d) had comparably poor spelling recognition scores. Children with DD showed a mixed pattern of stronger, equal, or weaker skills compared to younger reading level controls.
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