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ERIC Number: EJ972517
Record Type: Journal
Publication Date: 2012
Pages: 29
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1088-8438
Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language
Torppa, Minna; Georgiou, George; Salmi, Paula; Eklund, Kenneth; Lyytinen, Heikki
Scientific Studies of Reading, v16 n4 p287-315 2012
We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized naming (RAN) predicted slow reading speed across time and spelling difficulties after Grade 1. A deficit in phonological awareness predicted difficulties in spelling, but only in the familial risk sample. The effect of familial risk was significant in the development of phonological awareness, RAN, reading, and spelling. Our findings suggest that the basic premise of the double-deficit hypothesis--that RAN and phonological awareness are separable deficits with different effects on reading and spelling outcomes--holds also in a consistent orthography. (Contains 2 figures and 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children