Predicting, Explaining, and Preventing Children's Reading Difficulties

McCardle, Peggy; Scarborough, Hollis S.; Catts, Hugh W.

doi:10.1111/0938-8982.00023

Cited by 204 publications

(167 citation statements)

References 52 publications

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“…The results of the present study suggest that measures of phonological processing and naming speed may be useful in identifying adults with RD, although the inclusion of measures of naming speed does not provide additional diagnostic information independently of reading rate and vocabulary. The results of the present study are mixed at best and are consistent with the conclusions of McCardle et al (2001) that support for the doubledeficit hypothesis of dyslexia remains limited.…”

Section: Discussionsupporting

confidence: 83%

Naming Speed Deficits in Adults with Reading Disabilities

2004

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The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonological processing, and naming speed. The results indicated that both naming speed and phonological processing deficits characterized the RD group. In a regression analysis, neither naming speed nor phonological processing were important variables in explaining comprehension when reading rate was in the model. The results of the present study are mixed at best and are consistent with earlier conclusions that support for the double-deficit hypothesis of dyslexia remains limited.T here is a consensus that phonological awareness plays a critical role in reading acquisition and that for the majority of children with reading disabilities (RD), deficits in phonological processing have been identified as the core deficit (e.g., Bradley & Bryant, 1983;Stanovich, 1992). This phonological deficit hypothesis has been supported by a number of studies that have specifically identified delays in sensitivity to rhyme, alliteration, and phonemic segmentation as precursors to the development of RD (e.g., Bradley & Bryant, 1983;Lundberg & Hφien, 1989;Olson, Wise, & Rack, 1989). These findings have also been extended to adult populations. Specifically, recent research has focused on whether phonological processing skill development in children is correlated with age and reading ability and whether phonological deficits persist into adulthood. Studies have shown differences between adults with RD and typically achieving adults in phonological awareness (Bruck, 1990(Bruck, , 1992Felton, Naylor, & Wood, 1990;Shafrir & Siegel, 1994;Pennington, Van Orden, Smith, Green, & Haith, 1990; Snowling, Nation, Moxham, Gallagher, & Frith, 1997;Wilson & Lesaux, 2001), verbal shortterm memory (Pennington et al., 1990), and sound-spelling relationships (Bruck, 1990). Phonological deficits have also been found in young adults with RD attending university who had acquired age-appropriate reading skills (Wilson & Lesaux, 2001).Although the phonological deficit hypothesis is able to account for the large majority of reading impairments, there remain individuals with adequate phonological skills but poor comprehension (Wolf, 1999). Recently, a competing hypothesis, the doubledeficit hypothesis of developmental dyslexia (Wolf & Bowers, 1999, has emerged to account for this subgroup of individuals. The doubledeficit hypothesis implicates naming speed as a second, independent core deficit of RD (Wolf & Bowers, 1999. Three subtypes of individuals with RD are thus hypothesized: (a) the phonological deficit subtype, defined by a phonological deficit in the presence of average naming speed ability; (b) the naming speed deficit subtype, defined by a naming speed deficit in the presence of average phonological skills; and (c) the double-defic...

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Section: Discussionsupporting

confidence: 83%

Naming Speed Deficits in Adults with Reading Disabilities

2004

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“…Many studies have shown that reading success is associated with reading-related knowledge and skills children have acquired prior to coming to school (see McCardle, Scarborough, & Catts, 2001) and the quality of the home environment during school (e.g., Molfese, Molfese, Key, & Kelly, 2003). Our own prior research suggests that these measures operate largely through shared environmental pathways in early childhood (Petrill, Deater-Deckard, Schatschneider, & Davis, 2005;Seidman et al, 2005), but the effect sizes of these measures are generally small and dissipate after children master decoding skills (Scarborough, 1998).…”

Section: Discussionmentioning

confidence: 99%

Longitudinal Genetic Analysis of Early Reading: The Western Reserve Reading Project

et al. 2006

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We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later. Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness, letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills.

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“…Furthermore, we obtained those articles that had been cited in previous reviews (e.g., McCardle et al, 2001) but did not come up in our formal search. Our complete search generated 36 articles relevant to the double-deficit hypothesis of developmental dyslexia (8 theoretical articles and 28 empirical studies).…”

Section: Criteria and Standards For Article Selectionmentioning

confidence: 99%

The Double-Deficit Hypothesis

2006

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The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodologyhow dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia.

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Predicting, Explaining, and Preventing Children's Reading Difficulties

Cited by 204 publications

References 52 publications

Naming Speed Deficits in Adults with Reading Disabilities

Naming Speed Deficits in Adults with Reading Disabilities

Longitudinal Genetic Analysis of Early Reading: The Western Reserve Reading Project

The Double-Deficit Hypothesis

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