Double deficit (education)

The double-deficit theory of dyslexia[1][2] proposes that a deficit in two essential skills gives rise to the lowest level of reading performances, constituting the most severe form of dyslexia.

Reading ability

The ability to read is believed to depend on two skills:

Phonological processing skills make up the ability to identify and manipulate sounds in speech.
Rapid automatized naming compose the ability to translate visual information whether of letters, objects or pictures into a phonological code.[3]

References

Wolf, M. & Bowers, P. (1999). "The "Double-Deficit Hypothesis" for the developmental dyslexias". Journal of Educational Psychology, 91, 1-24. Cite journal requires |journal= (help)
Bowers PG. Wolf M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing, 5:69-85. doi:10.1007/BF01026919
Denckla, MB; Rudel, R (1974). "Rapid "automatized" naming of pictured objects, colors, letters and numbers by normal children". Cortex. 10 (2): 186–202. doi:10.1016/s0010-9452(74)80009-2. PMID 4844470.

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[1] Wolf, M. & Bowers, P. (1999). "The "Double-Deficit Hypothesis" for the developmental dyslexias". Journal of Educational Psychology, 91, 1-24. Cite journal requires |journal= (help)

[2] Bowers PG. Wolf M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing, 5:69-85. doi:10.1007/BF01026919

[3] Denckla, MB; Rudel, R (1974). "Rapid "automatized" naming of pictured objects, colors, letters and numbers by normal children". Cortex. 10 (2): 186–202. doi:10.1016/s0010-9452(74)80009-2. PMID 4844470.