ERIC Number: EJ1085070
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 96
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.
Descriptors: Reading Instruction, Reading Difficulties, Naming, Phonological Awareness, Reading Ability, Reading Skills, Grade 1, Elementary School Students, Rural Schools, Low Income Students, Comorbidity, Learning Disabilities, Intervention, Gender Differences, Reading Achievement, Demography, Student Characteristics, Measures (Individuals), Statistical Analysis, Factor Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Diagnostic Reading Battery