Dyslexia and the double deficit hypothesis |
| |
| Authors: | Nathlie A Badian |
| |
| Institution: | (1) Holbrook Public Schools, Holbrook, MA;(2) Harvard Medical School, USA;(3) 101 Monroe Rd., 02169 Quincy, MA |
| |
| Abstract: | The double deficit hypothesis (Bowers and Wolf 1993) maintains that children with both phonological and naming-speed deficits
will be poorer readers than children with just one or neither of these deficits. In the present study, we drew on this hypothesis
to help understand why some children have a serious reading impairment. In addition, by adding an orthographic factor, we
extended it to a triple deficit hypothesis. Participants were 90 children aged 6 to 10 years. Dyslexic children, whose reading
was low for age and for expected level, garden-variety poor readers, reading-level matched younger children, and low verbal
IQ good readers, were compared. The dyslexic group was significantly lower then the garden-variety poor readers and the low
verbal IQ good readers on most measures, and lower than the younger group on phonological measures. Findings support the double
deficit hypothesis of Bowers and Wolf, and also the triple deficit hypothesis. Most of the poorest readers, nearly all of
whom qualified as dyslexic, had a double or triple deficit in phonological, naming-speed, and orthographic skills. Conclusions
were that dyslexia results from an overload of deficits in skills related to reading, for which the child cannot easily compensate. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
