Double-Deficit Hypothesis in a Clinical Sample.
This study explored the double-deficit hypothesis (DDH) in a transparent orthography (Finnish) and extended the view from reading disabilities to comorbidity of learning-related problems in math and attention. Children referred for evaluation of learning disabilities in second through sixth grade (N...
| Publicado en: | Journal of Learning Disabilities Vol. 49; no. 5; pp. 546 - 561 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep/Oct2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117182822&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117182822 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Sep/Oct2016 vid: 49 iid: 5 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 117182822 117182822 117182822 10.1177/0022219415572895 117182822 ppf: 546 ppct: 15 formats: tig: atl: Double-Deficit Hypothesis in a Clinical Sample. aug: au: Heikkilä, Riikka Torppa, Minna Aro, Mikko Närhi, Vesa Ahonen, Timo affil: Niilo Mäki Institute, Jyväskylä, Finland sug: subj: Reading Disorders In Infancy and Childhood Dyscalculia In Infancy and Childhood Comorbidity Attention Deficit Hyperactivity Disorder In Infancy and Childhood Students, Elementary Finland Scales Language Tests Descriptive Statistics Data Analysis Software P-Value Human Female Male Coefficient alpha Two-Tailed Test Analysis of Variance Kruskal-Wallis Test Intelligence Tests Spelling Spearman's Rank Correlation Coefficient Analysis of Covariance Child Finland Child Behavior Checklist Checklists Funding Source Child: 6-12 years Female Male ab: This study explored the double-deficit hypothesis (DDH) in a transparent orthography (Finnish) and extended the view from reading disabilities to comorbidity of learning-related problems in math and attention. Children referred for evaluation of learning disabilities in second through sixth grade (N = 205) were divided into four groups based on rapid automatized naming (RAN) and phonological awareness (PA) according to the DDH: the double-deficit group, the naming speed deficit–only group, the phonological deficit–only group, and the no-deficit group. The results supported the DDH in that the prevalence and severity of reading disability were greatest in the double-deficit group. Despite the greater prevalence of reading disabilities in single-deficit groups compared to the no-deficit group, the means of reading measures in the single-deficit groups were similar to those of the no-deficit group. The PA single-deficit group was poorer in spelling than the no-deficit group and single-naming-deficit group. Deficits in RAN or PA were primarily linked to reading disabilities but not with math or attention problems. The results supported the DDH partially and indicate that deficits in RAN and PA are specific to reading disabilities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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