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Journal of Learning Disabilities
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Naming Speed Deficits in Adults with Reading Disabilities

A Test of the Double-Deficit Hypothesis

Rose K. Vukovic

University of British Columbia, rosekv@interchange. ubc.ca

Alexander M. Wilson

The Meighen Centre, Department of Psychology, Mount Allison University

Kevin K. Nash

Department of Educational Psychology, University of British Columbia, Vancouver, British Columbia, Canada, V6T 1Z4

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.

Journal of Learning Disabilities, Vol. 37, No. 5, 440-450 (2004)
DOI: 10.1177/00222194040370050601
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