This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Schatschneider, C. Articles by Fletcher, J. M. Search for Related Content PubMed PubMed Citation Articles by Schatschneider, C. Articles by Fletcher, J. M. Social Bookmarking                         What's this?

Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development

Implications for the Double-Deficit Hypothesis

Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston, chris.schatschneide{at}mail.uh.edu

Coleen D. Carlson

Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston

David J. Francis

Texas Institute for Measurement, Evaluation, and Statistics

Barbara R. Foorman

Center for Academic and Reading Skills at The University of Texas-Houston Health Science Center,

Jack M. Fletcher

University of Texas-Houston Medical School, Center for Academic and Reading Skills

It is widely accepted that deficits in phonological awareness skills are related to reading difficulties. Recently, another source of reading difficulty has been identified that involves naming speed, and combined impairments in phonological skills and naming speed will produce more severe reading deficits than single deficits in either of these cognitive skills. The purpose of this study was to investigate the consequences of grouping children based on the presence or absence of deficits in these skills. We demonstrate that the greater severity of reading impairment found in children with a double deficit could be due in part to a statistical artifact caused by grouping children based on their performance on two correlated continuous variables. This artifact also makes it difficult to establish the relative impact of deficits in naming speed on reading ability independent of deficits in phonological awareness.

Journal of Learning Disabilities, Vol. 35, No. 3, 245-256 (2002)
DOI: 10.1177/002221940203500306


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				T. C. Papadopoulos, G. K. Georgiou, and P. Kendeou Investigating the Double-Deficit Hypothesis in Greek: Findings From a Longitudinal Study J Learn Disabil, November 1, 2009; 42(6): 528 - 547. [Abstract] [PDF]

				R. Savage, V. Pillay, and S. Melidona Rapid Serial Naming Is a Unique Predictor of Spelling in Children J Learn Disabil, June 1, 2008; 41(3): 235 - 250. [Abstract] [PDF]

				T. Katzir, Y.-S. Kim, M. Wolf, R. Morris, and M. W. Lovett The Varieties of Pathways to Dysfluent Reading: Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading J Learn Disabil, February 1, 2008; 41(1): 47 - 66. [Abstract] [PDF]

				C. Lopez Escribano Evaluation of the Double-Deficit Hypothesis Subtype Classification of Readers in Spanish J Learn Disabil, August 1, 2007; 40(4): 319 - 330. [Abstract] [PDF]

				A. Protopapas and C. Skaloumbakas Traditional and Computer-Based Screening and Diagnosis of Reading Disabilities in Greek J Learn Disabil, February 1, 2007; 40(1): 15 - 36. [Abstract] [PDF]

				R. Rueda and M. P. Windmueller English Language Learners, LD, and Overrepresentation: A Multiple-Level Analysis J Learn Disabil, April 1, 2006; 39(2): 99 - 107. [Abstract] [PDF]

				R. K. Vukovic and L. S. Siegel The Double-Deficit Hypothesis: A Comprehensive Analysis of the Evidence J Learn Disabil, February 1, 2006; 39(1): 25 - 47. [Abstract] [PDF]

				A. van der Leij and E. Morfidi Core Deficits and Variable Differences in Dutch Poor Readers Learning English J Learn Disabil, February 1, 2006; 39(1): 74 - 90. [Abstract] [PDF]

				D. L. Speece and K. D. Ritchey A Longitudinal Study of the Development of Oral Reading Fluency in Young Children At Risk for Reading Failure J Learn Disabil, October 1, 2005; 38(5): 387 - 399. [Abstract] [PDF]

				R. Gersten, N. C. Jordan, and J. R. Flojo Early Identification and Interventions for Students With Mathematics Difficulties J Learn Disabil, August 1, 2005; 38(4): 293 - 304. [Abstract] [PDF]

				P. T. Cirino, M. K. Israelian, M. K. Morris, and R. D. Morris Evaluation of the Double-Deficit Hypothesis in College Students Referred for Learning Difficulties J Learn Disabil, February 1, 2005; 38(1): 29 - 43. [Abstract] [PDF]

				R. K. Vukovic, A. M. Wilson, and K. K. Nash Naming Speed Deficits in Adults with Reading Disabilities: A Test of the Double-Deficit Hypothesis J Learn Disabil, October 1, 2004; 37(5): 440 - 450. [Abstract] [PDF]

				K. K. S. Voeller Dyslexia J Child Neurol, October 1, 2004; 19(10): 740 - 744. [PDF]

				H. W. Catts, M. Gillispie, L. B. Leonard, R. V. Kail, and C. A. Miller The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement J Learn Disabil, December 1, 2002; 35(6): 510 - 525. [Abstract] [PDF]