Examining the double-deficit hypothesis in an orthographically consistent language
Torppa, M., Georgiou, G., Salmi, P., Eklund, K., & Lyytinen, H. (2012). Examining the double-deficit hypothesis in an orthographically consistent language. Scientific Studies of Reading, 16(4), 287-315. https://doi.org/10.1080/10888438.2011.554470
Published inScientific Studies of Reading
© 2012 Society for the Scientific Study of Reading. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis (Routledge). Published in this repository with the kind permission of the publisher.
We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3½ years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized naming (RAN) predicted slow reading speed across time and spelling difficulties after Grade 1. A deficit in phonological awareness predicted difficulties in spelling, but only in the familial risk sample. The effect of familial risk was significant in the development of phonological awareness, RAN, reading, and spelling. Our findings suggest that the basic premise of the double-deficit hypothesis—that RAN and phonological awareness are separable deficits with different effects on reading and spelling outcomes—holds also in a consistent orthography.
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Unveiling the Mysteries of Dyslexia : Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia Lohvansuu, Kaisa; Torppa, Minna; Ahonen, Timo; Eklund, Kenneth; Hämäläinen, Jarmo A.; Leppänen, Paavo H. T.; Lyytinen, Heikki (MDPI AG, 2021)This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to ...
Reading and Spelling Development Across Languages Varying in Orthographic Consistency : Do Their Paths Cross? Georgiou, George K.; Torppa, Minna; Landerl, Karin; Desrochers, Alain; Manolitsis, George; Jong, Peter F. de; Parrila, Rauno (Society for Research in Child Development; Wiley, 2020)We examined the cross‐lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty‐one children were followed ...
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Neural correlates of morphological processing and its development from pre-school to the first grade in children with and without familial risk for dyslexia Louleli, Natalia; Hämäläinen, Jarmo A.; Nieminen, Lea; Parviainen, Tiina; Leppänen, Paavo H.T. (Elsevier, 2022)Previous studies have shown that the development of morphological awareness and reading skills are interlinked. However, most have focused on phonological awareness as a risk factor for dyslexia, although there is considerable ...
Caglar‐Ryeng, Ømur; Eklund, Kenneth; Nergård‐Nilssen, Trude (John Wiley & Sons, 2021)Children with familial risk (FR) of dyslexia and children with early language delay are known to be at risk for later language and literacy difficulties. However, research addressing long‐term outcomes in children with ...