Miller Carlin J, Miller Scott R, Bloom Juliana S, Jones Lauren, Lindstrom William, Craggs Jason, Garcia-Barrera Mauricio, Semrud-Clikeman Margaret, Gilger Jeffrey W, Hynd George W
Department of Psychology, Queens College, City University of New York, 65-30 Kissena Boulevard, 11367, Flushing, NY 11367, USA.
Ann Dyslexia. 2006 Jun;56(1):83-102. doi: 10.1007/s11881-006-0004-4.
The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits.
阅读障碍的双重缺陷假说认为，与仅在这些阅读综合技能中的一项存在缺陷的个体相比，语音意识薄弱且快速命名能力不足的个体阅读缺陷更为严重。在本研究中，该假说在一个成人样本中作为阅读成就模型进行了测试。参与者是被转介来评估阅读困难的儿童的父母。所有参与者中约有一半报告在童年时期学习阅读有困难，一小部分人表现出持续的阅读弱点。结构方程模型结果表明，双重缺陷假说是理解成人阅读成就的准确模型。在成年人中，更好的阅读成就与更好的语音意识和更快的快速自动命名能力相关。事后分析表明，双重缺陷个体的阅读成就显著低于单一缺陷个体或无缺陷个体。
