![]() ![]() Greek-speaking children assessed in grade 1 can predict the type of readingĭifficulties (RD) in grade 2. The present longitudinal study examined whether early oral language skills of Finally, we discuss the resemblance between the present rate-accuracy typology and Wolf and Bowers’ double-deficit typology. We also found that the accuracy-only subgroup represents a group with broad language weaknesses, primarily phonological but also non-phonological. This evidence converges on the conclusion that accuracy-only and rate-only dyslexic subtypes represent true or “hard” subtypes in an absolute and not merely relative sense. In a nationally representative 4th grade sample (N = 236), we show that (1) around one third of children with dyslexia had impaired reading rate but intact accuracy whereas another third had impaired accuracy but intact rate, (2) there was a double dissociation with respect to additional (validation) measures of reading accuracy and rate (pseudowords and text), and (3) the accuracy-only and rate-only disability subtypes displayed distinct and non-overlapping cognitive-linguistic profiles. ![]() The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic features. We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. Such findings suggest that reading disability has multiple sources (Pennington, 2006 Pennington et al., 2012 Ramus et al., 2003), spurring attempts to demarcate specific subtypes (Boder, 1973 Lyon et al., 1982 Mattis et al., 1975 Morris et al., 1998 Stanovich & Siegel, 1994). There is abundant evidence that at least some aspects of phonological processing (e.g., phonological awareness) can be relatively unimpaired in some individuals with reading disabilities (O'Brien et al., 2012 Wolf & Bowers, 1999). Although there is broad consensus that phonological deficits constitute the cognitive basis of many specific (and nonspecific) reading difficulties (Brady et al., 2011 Jorm & Share, 1983 Rayner et al., 2001 Shankweiler & Liberman, 1989 Share, 1995 Shaywitz & Shaywitz, 2020 Snowling, 1987 Snowling et al., 2020 Stanovich, 1998Stanovich,, 2000Wagner & Torgesen, 1987), the phonological deficit hypothesis does not presume to explain all the variance in reading disabilities (Nation & Snowling, 2004 Share & Stanovich, 1995). (PsycINFO Database Record (c) 2012 APA, all rights reserved) The implications of processing speed as a second core deficit in dyslexia are described for diagnosis and intervention. Two hypotheses concerning relationships between naming-speed processes and reading are considered. Naming-speed and phonological-awareness variables contribute uniquely to different aspects of reading according to this conception, with a model of visual letter naming illustrating both the multicomponential nature of naming speed and why naming speed should not be subsumed under phonological processes. ![]() Data from cross-sectional, longitudinal, and cross-linguistic studies are reviewed supporting the presence of 2 single-deficit subtypes with more limited reading impairments and 1 double-deficit subtype with more pervasive and severe impairments. The authors propose an alternative conceptualization of the developmental dyslexias, theĭouble-deficit hypothesis (i.e., phonological deficits and processes underlying naming-speed deficits represent 2 separable sources of reading dysfunction). ![]()
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