Gibson, BL; (2006) Dyslexia in higher education - Existence and implications of the double deficit hypothesis. Doctoral thesis , UCL (University College London).

Preview

Text Gibson_thesis.pdf Download (3MB) | Preview

Abstract

The double deficit hypothesis of dyslexia proposes naming speed as a second independent core deficit in dyslexia alongside phonological awareness. This study aimed to explore the double deficit in 237 students in higher education. Three literacy skills were examined (reading, spelling and timed non-word reading) to determine the independence of phonological awareness and rapid naming, and to compare literacy abilities among subgroups of students with dyslexia. Four subgroups were compared: a phonological awareness deficit subgroup, a naming speed deficit subgroup, a double deficit subgroup (with both phonological awareness and naming speed deficits), and a subgroup of the remaining dyslexic students who could not be classified according to the study criteria used. Results indicated separable effects of each variable reading appeared more dependent on phonological awareness while timed non-word reading was more closely associated with rapid naming. However dyslexia deficit subgroup comparisons failed to validate naming speed as a diagnostic tool. Nevertheless, naming speed deficits retained their importance in identifying the most disadvantaged readers. It is therefore concluded that the interaction of phonological awareness and naming speed deficits hinders the literacy skills of individuals with a double deficit.

Download activity - last month

Export as CSVXMLJSON

Download activity - last 12 months

Export as CSVXMLJSON

Downloads by country - last 12 months

Export as XMLCSVJSON

Archive Staff Only

View Item