Double deficit (education)
The double-deficit theory of dyslexia[1][2] proposes that a deficit in two essential skills gives rise to the lowest level of reading performances, constituting the most severe form of dyslexia.
Reading ability[edit]
The ability to read is believed to depend on two skills:
- Phonological processing skills make up the ability to identify and manipulate sounds in speech.
- Rapid automatized naming compose the ability to translate visual information whether of letters, objects or pictures into a phonological code.[3]
References[edit]
- ^ Wolf, M. & Bowers, P. (1999). "The "Double-Deficit Hypothesis" for the developmental dyslexias". Journal of Educational Psychology, 91, 1-24.
{{cite journal}}: Cite journal requires|journal=(help) - ^ Bowers PG. Wolf M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing, 5:69-85. doi:10.1007/BF01026919
- ^ Denckla, MB; Rudel, R (1974). "Rapid "automatized" naming of pictured objects, colors, letters and numbers by normal children". Cortex. 10 (2): 186–202. doi:10.1016/s0010-9452(74)80009-2. PMID 4844470.
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