Investigating the double-deficit hypothesis in Greek: Findings from a longitudinal study

Journal of Learning Disabilities

Volumn 42, Issue 6, 2009, Pages 528-547

  Papadopoulos, Timothy C ^a   Georgiou, George K ^b   Kendeou, Panayiota ^c  

^a UNIVERSITY OF CYPRUS   (Cyprus)

^b UNIVERSITY OF ALBERTA   (Canada)

^c MCGILL UNIVERSITY   (Canada)

Author keywords

Double deficit hypothesis; Longitudinal analysis; Orthographically consistent languages; Reading difficulties

Indexed keywords

APTITUDE TEST; ARTICLE; AWARENESS; CHILD; CLASSIFICATION; COLOR VISION; COMPARATIVE STUDY; COMPREHENSION; CULTURAL FACTOR; CYPRUS; DYSLEXIA; EDUCATION; FEMALE; HUMAN; LANGUAGE; LEARNING; LONGITUDINAL STUDY; MALE; MASS SCREENING; PATTERN RECOGNITION; PHONETICS; PRESCHOOL CHILD; PSYCHOMETRY; REACTION TIME; SEMANTICS; STATISTICS;

APTITUDE TESTS; AWARENESS; CHILD; CHILD, PRESCHOOL; COLOR PERCEPTION; COMPREHENSION; CROSS-CULTURAL COMPARISON; CYPRUS; DYSLEXIA; EDUCATION, SPECIAL; FEMALE; HUMANS; LANGUAGE; LONGITUDINAL STUDIES; MALE; MASS SCREENING; PATTERN RECOGNITION, VISUAL; PHONETICS; PSYCHOMETRICS; REACTION TIME; SEMANTICS; VERBAL LEARNING;

EID: 70449109628     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219409338745     Document Type: Article

References (84)

1. Ackerman, P.T., Holloway, C.A., Youngdahl, P.L., & Dykman, R.A. (2001). The double-deficit theory of reading disability does not fit all. Learning Disabilities Research and Practice, 16, 152-160.
2. Anthony, J.L., Lonigan, C.J., Driscoll, K., Phillips, B.M., & Burgess, S.R. (2003). Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38, 470-487.
3. Badian, N.A. (1993). Predicting reading progress in children receiving special help. Annals of Dyslexia, 43, 90-109.
4. 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.
5. Bowers, P.G. (1995). Tracing symbol naming speed's unique contributions to reading disability over time. Reading and Writing: An Interdisciplinary Journal, 7, 189-216.
6. Bowers, P.G., Sunseth, K., & Golden, J. (1999). The route between rapid naming and reading progress. Scientific Studies of Reading, 3, 31-53.
7. Bowers, P.G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
8. Bowey, J.A., McGuigan, M., & Ruschena, A. (2005). On the association between serial naming speed for letters and digits and word-reading skill: Towards a developmental account. Journal of Research in Reading, 28, 400-422.
9. Bradley, L., & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.
10. Bryant, P.E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16, 407-428.
11. Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology, 81, 313-321.
12. Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.
13. Cheung, H., McBride-Chang, C., & Chow, B.W.-Y. (2006). Reading Chinese. In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421-438). Mahwah, NJ: Erlbaum.
14. Chow, B.W.-Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97, 81-87.
15. Compton, D.L. (2003). Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children. Journal of Educational Psychology, 95, 225-239.
16. Compton, D.L., DeFries, J.C., & Olson, R.K. (2001). Are RAN and phonological deficits additive in children with reading disabilities? Dyslexia, 7, 125-149.
17. de Jong, P.F., Seveke, M.J., & van Veen, M. (2000). Phonological sensitivity and the acquisition of new words in children. Journal of Experimental Child Psychology, 76, 275-301.
18. de Jong, P.F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476.
19. Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
20. Escribano, C.L. (2007). Evaluation of the double-deficit hypothesis subtype classification of readers in Spanish. Journal of Learning Disabilities, 40, 319-330.
21. Espin, C.A., & Foegen, A. (1996). Validity of three general outcome measures for predicting secondary students' performance on content-area tasks. Exceptional Children, 62, 497-514.
22. Georgas, D.D., Paraskevopoulos, I.N., Bezevegis, E.G., & Giannitsas, N.D. (1997). Standardization in Greek of the Intelligence Scale for Children (3rd ed.). Athens, Greece: Ellinika Grammata. (Original work published 1992).
23. Georgiou, G., Parrila, R., Kirby, J., & Stephenson, K. (2008). Rapid naming components and their relationship with phonological awareness, orthographic knowledge, speed of processing, and reading. Scientific Studies of Reading, 12, 325-350.
24. Georgiou, G.K., Parrila, R., & Liao, C.-H. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing: An Interdisciplinary Journal, 21, 885-903.
25. Georgiou, G.K., Parrila, R., & Papadopoulos, T.C. (2008). Predictors of word decoding and reading fluency in English and Greek: A cross-linguistic comparison. Journal of Educational Psychology, 100, 566-580.
26. Goswami, U., Ziegler, J.C., & Richardson, U. (2005). The effects of spelling consistency on phonological awareness: A comparison of English and German. Journal of Experimental Child Psychology, 92, 345-365.
27. Hagiliassis, N., Pratt, C., & Johnston, M. (2006). Orthographic and phonological processes in reading. Reading and Writing: An Interdisciplinary Journal, 19, 235-263.
28. Ho, C.S.-H., & Bryant, P. (1997). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276-289.
29. Holopainen, L., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2000). Two alternative ways to model the relation between reading accuracy and phonological awareness at preschool age. Scientific Studies of Reading, 4, 77-100.
30. Hulme, C., Snowling, M., Caravolas, M., & Carroll, J. (2005). Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart. Scientific Studies of Reading, 9, 351-365.
31. Jiménez, J.E., Hernández-Valle, I., Rodriguez, C., Guzmán, R., Diaz, A., & Ortiz, R. (2008). The double-deficit hypothesis in Spanish developmental dyslexia. Topics in Language Disorders, 28, 46-60.
32. Johnston, T.C., & Kirby, J.R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing, 19, 339-361.
33. Katzir, T., Kim, Y.-S., Wolf, M., Morris, R., & Lovett, M. (2008). The varieties of pathways to dysfluent reading: Comparing subtypes of children with dyslexia at letter, word, and connected text levels of reading. Journal of Learning Disabilities, 41, 47-66.
34. Kendeou, P., & Papadopoulos T.C. (2009). Reading comprehension tests: What skills do they assess? Manuscript submitted for publication.
35. Kendeou, P., van den Broek, P., White, M., & Lynch, J. (2007). Preschool and early elementary comprehension: Skill development and strategy interventions. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 27-45). Mahwah, NJ: Erlbaum.
36. Kendeou, P., van den Broek, P., White, M.J., & Lynch, J. (in press). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology.
37. Kirby, J., Parrila, R., & Pfeiffer, S. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453-464.
38. Landerl, K. (1997). Word recognition in English and German dyslexics: A direct comparison. In C. K. Leong & R. R. Joshi (Eds.), Cross-language studies and learning to read and spell (pp. 121-137). Dordrecht, Netherlands: Kluwer Academic.
39. Lepola, J., Poskiparta, E., Laakkonen, E., & Niemi, P. (2005). Development of and relationship between phonological and motivational processes and naming speed in predicting word recognition in grade 1. Scientific Studies of Reading, 9, 367-399.
40. Lovett, M., Steinbach, K., & Frijters, J. (2000). Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of Learning Disabilities, 33, 334-358.
41. Manis, F.R., Doi, L.M., & Bhadha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities, 33, 325-333.
42. Mann, V.A., & Liberman, I.Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592-599.
43. Manolitsis, G., Georgiou, G., Stephenson, K., & Parrila, R. (in press). Beginning to read across language varying in orthographic consistency: Comparing the effects of cognitive and non-cognitive predictors. Learning and Instruction.
44. McBride-Chang, C., & Kail, R. (2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73, 1392-1407.
45. Naglieri, J.A., & Das, J.P. (1997). Das-Naglieri Cognitive Assessment System. Itasca, IL: Riverside.
46. Olson, R.K., Forsberg, H., Wise, B., & Rack, J. (1994). Measurement of word recognition, orthographic, and phonological skills. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities (pp. 243-277). Baltimore, MD: Brookes.
47. Olson, R.K., Wise, B., Conners, F., Rack, J., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22, 339-348.
48. Papadopoulos, T.C. (2001). Phonological and cognitive correlates of word-reading acquisition under two different instructional approaches. European Journal of Psychology of Education, 26, 549-567.
49. Papadopoulos, T.C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten intervention for dyslexia: The PREP remediation in Greek. European Journal of Psychology of Education, 19, 79-105.
50. Papadopoulos, T.C., & Georgiou, G.K. (in press). Orthografiki epeksergasia kai anaptiksi tis anagnostikis kai orthografikis deksiotitas [Orthographic processing and cognitive development in Greek]. In A. Protopapas & A. Mouzaki (Eds.), Spelling and spelling development [In Greek].
51. Papadopoulos, T.C., Georgiou, G.K., Kendeou, P., & Spanoudis, G. (2007). Standardization in Greek of the Das-Naglieri Cognitive Assessment System. Department of Psychology, University of Cyprus. (Original work published 1997).
52. Papadopoulos, T.C., Georgiou, G.K., Parrila, R.K., & Anastasiou, E. (2005, August). Phonological awareness, naming speed, and working memory as predictors of reading comprehension in Greek. Symposium paper presented at the 11th Biennial European Conference for Research on Learning and Instruction (EARLI), Nicosia, Cyprus.
53. Papadopoulos, T.C., Kendeou, P., & Spanoudis, G. (2009). Development and factor structure of phonological abilities in Greek. Manuscript submitted for publication.
54. Papadopoulos, T.C., & Spanoudis, G. (2007). Early Reading Skills Assessment Battery (ERS-AB). Department of Psychology, University of Cyprus.
55. Papadopoulos, T.C., Spanoudis, G., & Kendeou, P. (2009). The dimensionality of phonological abilities in Greek. Reading Research Quarterly, 44, 127-143.
56. Parrila, R.K., Kirby, J.R., & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies in Reading, 8, 3-26.
57. Porpodas, C. (1999). Patterns of phonological and memory processing in beginning readers and spellers of Greek. Journal of Learning Disabilities, 32, 404-416.
58. Powell, D., Stainthorp, R., & Stuart, M. (2008, July). A deficit in orthographic knowledge, but not orthographic learning, in children poor at rapid automatized naming tasks. Paper presented at the 15th Annual Meeting for the Scientific Studies of Reading, Asheville, North Carolina.
59. Powell, D., Stainthorp, R., Stuart, M., Garwood, H., & Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98, 46-68.
60. Protopapas, A., & Gerakaki, S. (in press). Development of processing stress diacritics in reading Greek. Scientific Studies of Reading.
61. Rapp, D.N., van den Broek, P., McMaster, K.L., Kendeou, P., & Espin, C.A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11, 289-312.
62. Savage, R., & Frederickson, N. (2005). Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed. Brain and Language, 93, 152-159.
63. Schatschneider, C., Carlson, C.D., Francis, D.J., Foorman, B.F., & Fletcher, J.M. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of Learning Disabilities, 35, 245-256.
64. Seymour, P.H., Aro, M., & Erskine, J.M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
65. Share, D.L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
66. Spector, J.E. (2000). Instability of double-deficit subtypes among at-risk first grade readers. Reading Psychology, 26, 285-312.
67. Stanovich, K.E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Erlbaum.
68. Sunseth, K., & Bowers, P.G. (2002). Rapid naming and phonemic awareness: Contributions to reading, spelling, and orthographic knowledge. Scientific Studies of Reading, 6, 401-429.
69. Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
70. van Daal, V., & van der Leij, A. (1999). Developmental dyslexia: Related to specific or general deficits? Annals of Dyslexia, 49, 71-104.
71. Vellutino, F.R., Fletcher, J.M., Snowling, M.J., & Scanlon, D.M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.
72. Vukovic, R.K., & Siegel, L. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning Disabilities, 39, 25-47.
73. Wagner, R.K., Torgesen, J.K., Laughon, P., Simmons, K., & Rashotte, C.A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83-103.
74. Wechsler, D. (1992). Intelligence Scale for Children (3rd ed., revised). San Antonio, TX: Psychological Corporation.
75. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
76. Wimmer, H., Landerl, C., & Frith, U. (1999). Learning to read German: Normal and impaired acquisition. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34-50). Cambridge, UK: Cambridge University Press.
77. Wimmer, H., Mayringer, H., & Landerl, K. (2000). The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology, 92, 668-680.
78. Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study of average and impaired readers. Child Development, 57, 988-1000.
79. Wolf, M., & Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
80. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239.
81. Wolf, M., & Obregon, M. (1997). The double-deficit hypothesis: Implications for diagnosis and practice in reading disabilities. In L. Putnam (Ed.), Readings on language and literacy (pp. 177- 210). Boston: Brookline.
82. Wolf, M., O'Rourke, A.C., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 15, 43-72.
83. Woodcock, R.W. (1987). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Service.
84. Zoccolotti, P., De Luca, M., Di Pace, E., Gasperini, F., Judica, A., & Spinelli, D. (2005). Word length effect in early reading and in developmental dyslexia. Brain and Language, 93, 369-373.