Structural invariance in the associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double deficit hypothesis

Reading and Writing

Volumn 8, Issue 4, 1996, Pages 323-339

  McBride Chang, Catherine ^a   Manis, Franklin R ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

Double deficit hypothesis; Good and poor readers; Naming speed; Phonological awareness; Reading disability; Verbal intelligence; Word identification

Indexed keywords

EID: 0001129648     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF00395112     Document Type: Article

References (43)

1. Ackerman, P. T. & Dykman, R. A. (1993). Phonological processes, confrontational naming and immediate memory in dyslexia, Journal of Learning Disabilities 26: 597-609.
2. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
3. Adams, M. & Huggins, A. (1985). The growth of children's sight vocabulary: A quick test with educational and theoretical implications, Reading Research Quarterly 20: 262-281.
4. Badian, N. A., Duffy, F. H., Als, H. & McAnulty, G. B. (1991). Linguistic profiles of dyslexic and good readers, Annals of Dyslexia 41: 221-245.
5. Blachman, B. A. (1984). Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement, Journal of Educational Psychology 76: 610-622.
6. Bowers, P. G. (1989). Naming speed and phonological awareness: Independent contributions to reading disabilities, National Reading Conference Yearbook 38: 165-172.
7. Bowers, P. G. (1995). Tracing symbol naming speed's unique contributions to reading disabilities over time. (in press)
8. Bowers, P. G. & Swanson, L. B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process, Journal of Experimental Child Psychology 51: 195-219.
9. Bowers, P. G. & Wolf, M. (1993a). A Double-deficit hypothesis for developmental reading disorders. Paper presented at the biennial meetings of the Society for Research in Child Development, New Orleans.
10. Bowers, P. G. & Wolf, M. (1993b). Theoretical links among naming speed, precise timing mechanisms, and orthographic skill in dyslexia, Reading and Writing: An Interdisciplinary Journal 5: 69-85.
11. Brady, S. & Shankweiler, D, eds. (1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum.
12. Bruce, D. (1964). An analysis of word sounds by young children, British Journal of Educational Psychology 34: 158-170.
13. Bryant, P. E., Bradley, L., MacLean, M. & Crossland, J. (1989). Nursery rhymes, phonological skills, and reading, Journal of Child Language 16: 407-428.
14. Denckla, M. & Rudel, R. G. (1976). Rapid 'automatized' naming (R.A.N.): Dyslexia differentiated from other learning disabilities, Neuropsychologia 14: 471-479.
15. Felton, R. H. & Brown, I. S. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure, Reading and Writing: An Interdisciplinary Journal 2: 39-59.
16. Goswami, U. C. & Bryant, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
17. Gough, P., Ehri, L. & Treiman, R. (1992). Reading acquisition. Hillsdale, NJ: Erlbaum.
18. Jastak, S. & Wilkinson, G. S. (1984). The Wide Range Achievement Test Revised. Wilmington, DE: American Guidance Services.
19. Joreskog, K. G. & Sorbom, D. (1989). LISREL 7. Chicago: SPSS, Inc.
20. Kershner, J., Hadfield, A., Kershner, B. & Cooke, W. (1985). Modified voice feedback improves letter naming in reading disabled children with central auditory dysfunction, Journal of Clinical Child Psychology 14: 157-161.
21. Lomax, R. G. & McGee, L. M. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition, Reading Research Quarterly 22: 237-256.
22. Lovett, M. W. (1987). A developmental approach to reading disability: Accuracy and speed criteria of normal and deficient reading skill, Child Development 58: 234-260.
23. Lovett, M. A. (1995). Remediating word identification deficits: Are the core deficits of developmental dyslexia amenable to treatment? Paper presented at the annual meeting of the Society for Research in Child Development, Indianapolis, IN.
24. Lundberg, I., Olofsson, A. & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten, Scandinavian Journal of Psychology 21: 159-173.
25. Manis, F. R. & Doi, L. M. (1995). Word naming speed, phonological coding, and orthographic knowledge in dyslexic and normal readers. Paper presented at the annual meeting of the Society for Research in Child Development, Indianapolis, IN.
26. Murphy, L. A., Pollatsek, A. & Well, A. D. (1988). Developmental dyslexia and word retrieval deficits, Brain and Language 35: 1-23.
27. Nicolson, R. I. & Fawcett, A. J. (1994). Automaticity: A new framework for dyslexia research?, Cognition 35: 159-182.
28. Sawyer, D. J. & Fox, B. J., eds. (1991). Phonological awareness in reading: The evolution of current perspectives. New York: Springer Verlag.
29. Spring, C. & Davis, J. M. (1988). Relations of digit naming speed with three components of reading. Applied Psycholinguistics 9: 315-334.
30. Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children, Brain and Language 9: 182-198.
31. Wagner, R. K. & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills, Psychological Bulletin 101: 192-212.
32. Wagner, R. K., Torgesen, J. K. & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study, Developmental Psychology 30: 73-87.
33. Wagner, R. K., Torgesen, J. K., Rashotte, C., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J. & Garon, T. (submitted). Changing causal relations between phonological processing abilities and word-level reading as children develop from beginning to fluent readers: A five-year longitudinal study, Developmental Psychology.
34. Walsh, D., Price, G. & Gillingham, M. (1988). The critical but transitory importance of letter naming, Reading Research Quarterly 23: 108-122.
35. Wechsler, D. A. (1991). Wechsler Intelligence Scale for Children Revised. San Antonio, TX: The Psychological Corporation.
36. Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neuroscience, Reading Research Quarterly 26: 123-141.
37. Wolf, M. (1986). Rapid alternating stimulus naming in the developmental dyslexias, Brain and Language 27: 360-379.
38. Wolf, M., Bally, H. & Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers, Child Development 57: 988-1000.
39. Wolf, M. & Bowers, P. G. (in preparation). The double-deficit hypothesis for the developmental dyslexias: Arguments and evidence against a unified phonological theory.
40. Wolf, M., Pfeil, C., Lotz, R. & Biddle, K. (1994). Towards a more universal understanding of the developmental dyslexias: The contribution of orthographic factors. In V. W. Berninger (ed.), The varieties of orthographic knowledge (pp. 137-171). Dordrecht/Boston/London: Kluwer Academic Publishers.
41. Wolff, P. H., Michel, G. F. & Ovrut, M. (1990). Rate variables and automatized naming in developmental dyslexia, Brain and Language 31: 556-575.
42. Wolff, P. H., Michel, G. F., Ovrut, M. & Drake, C. (1990). Rate and timing precision of motor coordination in developmental dyslexia, Developmental Psychology 26: 349-359.
43. Woodcock, R. W. (1989). Woodcock Reading Mastery Tests - Revised. Circle Pines, MN: American Guidance Service.