Automaticity, Retrieval Processes, and Reading: A Longitudinal Study in Average and Impaired Readers

Wolf, Markus; Bally, Heidi; Morris, Robin D.

doi:10.2307/1130373

Cited by 344 publications

(280 citation statements)

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“…Finally, although the deficit groups hypothesized by Wolf andBowers (1999, 2000) were identifiable, these groups did not display the expected characteristics hypothesized by the double-deficit model. Although RAN tasks have been shown to have predictive ability in the early school years (Torgesen et al, 1997;Wolf et al, 1986), this predictive ability seems to lessen with time (Torgesen et al, 1997), and, in the present study, did not provide additional information about comprehension ability over and above reading rate and vocabulary. The results of the present study suggest that measures of phonological processing and naming speed may be useful in identifying adults with RD, although the inclusion of measures of naming speed does not provide additional diagnostic information independently of reading rate and vocabulary.…”

Section: Discussioncontrasting

confidence: 81%

“…That naming speed was found to be more important to reading comprehension than vocabulary and phonological processing is consistent with the double-deficit hypothesis. However, this finding is inconsistent with previous naming speed research, which has found that naming speed is not related to reading comprehension (e.g., Bowers & Swanson, 1991;Meyer et al, 1998b;Pennington et al, 2001;Schatschneider et al, 2002;Wolf et al, 1986). The role of naming speed in comprehension should be investigated further.…”

Section: Discussioncontrasting

confidence: 73%

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Naming Speed Deficits in Adults with Reading Disabilities

2004

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The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonological processing, and naming speed. The results indicated that both naming speed and phonological processing deficits characterized the RD group. In a regression analysis, neither naming speed nor phonological processing were important variables in explaining comprehension when reading rate was in the model. The results of the present study are mixed at best and are consistent with earlier conclusions that support for the double-deficit hypothesis of dyslexia remains limited.T here is a consensus that phonological awareness plays a critical role in reading acquisition and that for the majority of children with reading disabilities (RD), deficits in phonological processing have been identified as the core deficit (e.g., Bradley & Bryant, 1983;Stanovich, 1992). This phonological deficit hypothesis has been supported by a number of studies that have specifically identified delays in sensitivity to rhyme, alliteration, and phonemic segmentation as precursors to the development of RD (e.g., Bradley & Bryant, 1983;Lundberg & Hφien, 1989;Olson, Wise, & Rack, 1989). These findings have also been extended to adult populations. Specifically, recent research has focused on whether phonological processing skill development in children is correlated with age and reading ability and whether phonological deficits persist into adulthood. Studies have shown differences between adults with RD and typically achieving adults in phonological awareness (Bruck, 1990(Bruck, , 1992Felton, Naylor, & Wood, 1990;Shafrir & Siegel, 1994;Pennington, Van Orden, Smith, Green, & Haith, 1990; Snowling, Nation, Moxham, Gallagher, & Frith, 1997;Wilson & Lesaux, 2001), verbal shortterm memory (Pennington et al., 1990), and sound-spelling relationships (Bruck, 1990). Phonological deficits have also been found in young adults with RD attending university who had acquired age-appropriate reading skills (Wilson & Lesaux, 2001).Although the phonological deficit hypothesis is able to account for the large majority of reading impairments, there remain individuals with adequate phonological skills but poor comprehension (Wolf, 1999). Recently, a competing hypothesis, the doubledeficit hypothesis of developmental dyslexia (Wolf & Bowers, 1999, has emerged to account for this subgroup of individuals. The doubledeficit hypothesis implicates naming speed as a second, independent core deficit of RD (Wolf & Bowers, 1999. Three subtypes of individuals with RD are thus hypothesized: (a) the phonological deficit subtype, defined by a phonological deficit in the presence of average naming speed ability; (b) the naming speed deficit subtype, defined by a naming speed deficit in the presence of average phonological skills; and (c) the double-defic...

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Section: Discussioncontrasting

confidence: 81%

Section: Discussioncontrasting

confidence: 73%

Naming Speed Deficits in Adults with Reading Disabilities

2004

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“…Wolf, Bally, and Morris (1986) found that within a group of 83 Grade 2 children followed since kindergarten, RAN lost its predictive power by Grade 2. They concluded that as RAN ability becomes more automatic, it differentiates children with dyslexia from typical readers but does not have predictive power.…”

Section: The Nature Of the Relationship Between Naming Speed And Readmentioning

confidence: 99%

The Double-Deficit Hypothesis

2006

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The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this area have been characterized by variability in methodologyhow dyslexia is defined and identified, and how dyslexia subtypes are classified. Such variability sets limitations on the extent to which conclusions may be drawn with respect to the double-deficit hypothesis. Furthermore, the literature is complicated by the persistent finding that measures of phonological processing and naming speed are significantly correlated, resulting in a statistical artifact that makes it difficult to disentangle the influence of naming speed from that of phonological processing. Longitudinal and intervention studies of the double-deficit hypothesis are needed to accumulate evidence that investigates a naming speed deficit that is independent of a phonological deficit for readers with dyslexia. The existing evidence does not support a persistent core deficit in naming speed for readers with dyslexia.

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“…Moreover, PA skills do not appear to differ between children who evidence a discrepancy between IQ and reading and nondiscrepant poor readers (e.g., Fletcher et al, 1994;Stanovich & Siegel, 1994). The relation of VNS with reading is strong in all young readers, although there is typically a maximal (ceiling) performance by the end of the second grade for average (but not impaired) readers (Wolf, Bally, & Morris, 1986). There has been some debate regarding the specific versus general nature of timing deficits, with some studies (e.g., Kail & Hall, 1994) finding that VNS was related to decoding skills through the mediation of general cognitive processing speed.…”

mentioning

confidence: 89%

Evaluation of the Double-Deficit Hypothesis in College Students Referred for Learning Difficulties

et al. 2005

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The present study explored the double-deficit hypothesis (DDH) in a sample of 146 college students with and without reading disabilities (RD). The results indicated that although both phonological awareness (PA) and visual naming speed (VNS) contributed to performance on measures of decoding and comprehension, their relative contribution was influenced both by the nature of the stimulus (word vs. nonword vs. text) and by the conditions of the task (timed vs. untimed). Similar results were obtained using an individual differences approach, or when between-group comparisons were made of individuals with deficits in PA or VNS. The relative representation of DDH subgroups in groups of adults with RD varied based on the classification criteria used to define RD. These results support the DDH, extend its applicability to adults, and have implications for diagnostic decision making.

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Automaticity, Retrieval Processes, and Reading: A Longitudinal Study in Average and Impaired Readers

Cited by 344 publications

References 0 publications

Naming Speed Deficits in Adults with Reading Disabilities

Naming Speed Deficits in Adults with Reading Disabilities

The Double-Deficit Hypothesis

Evaluation of the Double-Deficit Hypothesis in College Students Referred for Learning Difficulties

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