The double-deficit hypothesis for the developmental dyslexias.

1999/09/01 by Maryanne Wolf, Patricia Greig Bowers · 40 citations
Psychology · Mathematics · Medicine · #Reading and Literacy Development #Cognitive and developmental aspects of mathematical skills #Attention Deficit Hyperactivity Disorder

paper · doi:10.1037/0022-0663.91.3.415

Abstract

The authors propose an alternative conceptualization of the developmental dyslexias, the double-deficit hypothesis (i.e., phonological deficits and processes underlying naming-speed deficits represent 2 separable sources of reading dysfunction). Data from cross-sectional, longitudinal, and cross-linguistic studies are reviewed supporting the presence of 2 single-deficit subtypes with more limited reading impairments and 1 double-deficit subtype with more pervasive and severe impairments. Naming-speed and phonological-awareness variables contribute uniquely to different aspects of reading according to this conception, with a model of visual letter naming illustrating both the multicomponential nature of naming speed and why naming speed Should not be subsumed under phonological processes. Two hypotheses concerning relationships between naming-speed processes and reading are considered. The implications of processing speed as a second core deficit in dyslexia are described for diagnosis and intervention.

Citations

• Subtypes of reading disability: Variability around a phonological core.
• On the bases of two subtypes of development dyslexia
• Performance of dyslexic children on speech perception tests

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