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dc.contributor.authorHeikkilä, Riikka
dc.contributor.authorTorppa, Minna
dc.contributor.authorAro, Mikko
dc.contributor.authorNärhi, Vesa
dc.contributor.authorAhonen, Timo
dc.date.accessioned2016-08-12T11:23:51Z
dc.date.available2016-08-12T11:23:51Z
dc.date.issued2016
dc.identifier.citationHeikkilä, R., Torppa, M., Aro, M., Närhi, V., & Ahonen, T. (2016). Double-Deficit Hypothesis in a Clinical Sample : Extension Beyond Reading. <em>Journal of Learning Disabilities</em>, 49 (5), 546-560. <a href="http://dx.doi.org/10.1177/0022219415572895">doi:10.1177/0022219415572895</a>
dc.identifier.otherTUTKAID_68527
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/50945
dc.description.abstractThis 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.
dc.language.isoeng
dc.publisherSage Publications, Inc.
dc.relation.ispartofseriesJournal of Learning Disabilities
dc.subject.otherdouple-deficit hypothesis
dc.subject.othercomorbidity
dc.subject.otherreading disability
dc.subject.othermath disability
dc.subject.otherattention deficit
dc.titleDouble-Deficit Hypothesis in a Clinical Sample : Extension Beyond Reading
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201608093738
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineErityispedagogiikka
dc.contributor.oppiaineKasvatuspsykologia
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/SubmittedJournalArticle
dc.identifier.doi10.1177/0022219415572895
dc.date.updated2016-08-09T06:15:04Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange546-560
dc.relation.issn0022-2194
dc.relation.volume49
dc.type.versionacceptedVersion
dc.rights.copyright© Sage Publications. This is a final draft version of an article whose final and definitive form has been published by Sage Publications.
dc.rights.accesslevelopenAccessfi


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