NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ630923
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0938-8982
The Double-Deficit Theory of Reading Disability Does Not Fit All.
Ackerman, Peggy T.; Holloway, Carol A.; Youngdahl, Patricia L.; Dykman, Roscoe A.
Learning Disabilities: Research & Practice, v16 n3 p152-60 Aug 2001
The double-deficit theory of reading disabilities (RD) was examined in 56 children with reading disabilities and 45 controls (ages 8-11). Students differed on all phonological analysis tasks and rapid naming of digits and letters, but also differed on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except perceptual organization, thereby supporting a multiple causality theory of RD. (Contains references.) (Author/CR)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A