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ERIC Number: EJ621007
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-0663
The Double-Deficit Hypothesis and Difficulties in Learning To Read a Regular Orthography.
Wimmer, Heinz; Mayringer, Heinz; Landerl, Karin
Journal of Educational Psychology, v92 n4 p668-80 Dec 2000
Reports on two longitudinal studies in which 3 subgroups of German-speaking children (phonological awareness deficit, naming-speed deficit, and double deficit) were assessed for reading and spelling performance three years later. Unlike findings with English-speaking children, results reveal that phonological awareness deficits did not affect phonological coding in word recognition but did affect orthographic spelling and foreign-word reading. (Contains 53 references and 3 tables.) (Author/GCP)
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria