The Double-Deficit Hypothesis: A Comprehensive Analysis of the Evidence
The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent fin...
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| Veröffentlicht in: | Journal of learning disabilities 2006-01, Vol.39 (1), p.25-47 |
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| creator | Vukovic, Rose K. Siegel, Linda S. |
| description | The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodology— how dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia. |
| doi_str_mv | 10.1177/00222194060390010401 |
| format | Article |
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The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodology— how dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia.</description><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child clinical studies</subject><subject>Classification</subject><subject>Correlation</subject><subject>Definitions</subject><subject>Developmental dyslexia</subject><subject>Dysfunction</subject><subject>Dyslexia</subject><subject>Dyslexia - etiology</subject><subject>Humans</subject><subject>Hypothesis Testing</subject><subject>Language and communication disorders</subject><subject>Learning disabilities</subject><subject>Medical sciences</subject><subject>Meta Analysis</subject><subject>Naming</subject><subject>Phonological processing</subject><subject>Phonology</subject><subject>Predictor Variables</subject><subject>Psychological Theory</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Reading Difficulties</subject><subject>Reading disabilities</subject><subject>Reading Fluency</subject><subject>Reading Rate</subject><subject>Research Problems</subject><subject>Special education</subject><subject>Speed</subject><subject>Subtypes</subject><subject>Variability</subject><issn>0022-2194</issn><issn>1538-4780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2006</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>AVQMV</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNqN0U1PwkAQBuCN0Qii_wCNMdFbdbb7fTSAoiHxgudmut1KSaHYpQf-vdtAxBijnvYwz0xm3yGkT-GWUqXuAOI4poaDBGYAKHCgB6RLBdMRVxoOSbclUWs65MT7OQDwWMlj0qFS0Bg07ZLz6cxdDqsmLV00dHlhi_XleLOq1jPnC39KjnIsvTvbvT3y-jCaDsbR5OXxaXA_iSxnch0ZighgUlBpnMWxRukYAytylMy4XKscNVoh0DEu0xQzzEVmmMwQtcy0YD1ys527qqv3xvl1sii8dWWJS1c1PtFCMiro31AqBUb9AwoFTHGuArz6BudVUy_Db5MQXIjYgAmIb5GtK-9rlyerulhgvUkoJO01kp-uEdoudrObdOGyfdMu_gCudwC9xTKvcWkLv3dhw5ArBNffOlcX9rM8elZCadOuR7dlj2_uy_6_7fYBZaSlIQ</recordid><startdate>200601</startdate><enddate>200601</enddate><creator>Vukovic, Rose K.</creator><creator>Siegel, Linda S.</creator><general>SAGE Publications</general><general>PRO-ED, Inc</general><general>Sage</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8A4</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K50</scope><scope>K9.</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M0S</scope><scope>M1D</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope><scope>7T9</scope></search><sort><creationdate>200601</creationdate><title>The Double-Deficit Hypothesis</title><author>Vukovic, Rose K. ; Siegel, Linda S.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c436t-91aa009b07b2d228a6e330c5fa639ef87fa8ac55ae346bbadaf5d936daa86d853</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2006</creationdate><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child clinical studies</topic><topic>Classification</topic><topic>Correlation</topic><topic>Definitions</topic><topic>Developmental dyslexia</topic><topic>Dysfunction</topic><topic>Dyslexia</topic><topic>Dyslexia - etiology</topic><topic>Humans</topic><topic>Hypothesis Testing</topic><topic>Language and communication disorders</topic><topic>Learning disabilities</topic><topic>Medical sciences</topic><topic>Meta Analysis</topic><topic>Naming</topic><topic>Phonological processing</topic><topic>Phonology</topic><topic>Predictor Variables</topic><topic>Psychological Theory</topic><topic>Psychology. 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| subjects | Biological and medical sciences Child Child clinical studies Classification Correlation Definitions Developmental dyslexia Dysfunction Dyslexia Dyslexia - etiology Humans Hypothesis Testing Language and communication disorders Learning disabilities Medical sciences Meta Analysis Naming Phonological processing Phonology Predictor Variables Psychological Theory Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reading Difficulties Reading disabilities Reading Fluency Reading Rate Research Problems Special education Speed Subtypes Variability |
| title | The Double-Deficit Hypothesis: A Comprehensive Analysis of the Evidence |
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