Abstract:
:The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonological processing, and naming speed. The results indicated that both naming speed and phonological processing deficits characterized the RD group. In a regression analysis, neither naming speed nor phonological processing were important variables in explaining comprehension when reading rate was in the model. The results of the present study are mixed at best and are consistent with earlier conclusions that support for the double-deficit hypothesis of dyslexia remains limited.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Vukovic RK,Wilson AM,Nash KKdoi
10.1177/00222194040370050601keywords:
subject
Has Abstractpub_date
2004-09-01 00:00:00pages
440-50issue
5eissn
0022-2194issn
1538-4780journal_volume
37pub_type
杂志文章abstract::Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of chi...
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