Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/118747
Title: The double-deficit hypothesis in Spanish developmental dyslexia
Authors: Jiménez, Juan E.
Hernández-Valle, Isabel
Rodríguez, Cristina
Guzmán, Remedios
Díaz Megolla, Alicia 
Ortiz, Rosario
UNESCO Clasification: 6102 Psicología del niño y del adolescente
Keywords: Double-deficit hypothesis
Dyslexia
Naming speed
Phonemic awareness
Reading disabilities, et al
Issue Date: 2008
Project: BSO2003-06992
Journal: Topics in Language Disorders 
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.
URI: http://hdl.handle.net/10553/118747
ISSN: 0271-8294
DOI: 10.1097/01.adt.0000311415.69966.76
Source: Topics in Language Disorders [0271-8294], 2008, v. 28 (1), p 46-60
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