Construct · 1 fields · 1 citations

double-deficit hypothesis: a standalone construct

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Literacy education

phonological deficits and naming-speed deficits are separable sources of reading failure, and children with both are most impaired.

In literacy education, double-deficit hypothesis refers to phonological deficits and naming-speed deficits are separable sources of reading failure, and children with both are most impaired. This meaning comes from Wolf (1999) in Journal of Educational Psychology.[1]

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Nearby constructs

failure4 fields · 6 citationsjingle · one word, four constructs hypothesis2 fields · 2 citationsjingle · one word, two constructs reading2 fields · 2 citationsjingle · one word, two constructs

References

Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438. https://doi.org/10.1037/0022-0663.91.3.415

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