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ERIC Number: EJ1085070
Record Type: Journal
Publication Date: 2016
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1057-3569
Single and Double Deficits in Early Readers in Rural, Low-Wealth Communities
Fedora, Pledger M.
Reading & Writing Quarterly, v32 n2 p101-126 2016
This study used secondary data to test the double-deficit hypothesis that rapid automatized naming (RAN) deficits and phonological awareness (PA) deficits are 2 core reading-related deficits and that students exhibiting deficits in both areas would be the most severely impaired in entry-level reading ability. Specifically, this study investigated the contribution of deficits in RAN and PA separately and in combination to the entry-level reading skills of 126 first-grade students in 2 rural, low-wealth school districts. Deficit subgroup comparisons indicated that students with deficits in RAN and PA existing comorbidly were the most severely impaired in entry-level reading skills. The results of this study support and extend the research on the double-deficit hypothesis and have implications for the early identification of students who may have a learning disability and early intervention to prevent reading disabilities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Diagnostic Reading Battery
Grant or Contract Numbers: N/A