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The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia

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Abstract

An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed.

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Authors and Affiliations

  1. Center for Reading and Language Research, Eliot-Pearson Department of Child Development, Tufts University, Medford, MA, 02155, USA

    Maryanne Wolf

  2. Tufts University, USA

    Alyssa Goldberg O'Rourke & Calvin Gidney

  3. The Hospital for Slick Children and The University of Toronto, Canada

    Maureen Lovett

  4. Georgia State University, USA

    Paul Cirino & Robin Morris

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Wolf, M., O'Rourke, A.G., Gidney, C. et al. The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing 15, 43–72 (2002). https://doi.org/10.1023/A:1013816320290

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