The Double‐Deficit Theory of Reading Disability Does Not Fit All

2001 ◽  
Vol 16 (3) ◽  
pp. 152-160 ◽  
Author(s):  
Peggy T. Ackerman ◽  
Carol A. Holloway ◽  
Patricia L. Youngdahl ◽  
Roscoe A. Dykman
Keyword(s):  
Reading Disability ◽  
Theory Of Reading ◽  
Double Deficit ◽  
Deficit Theory

scholarly journals Developmental dyslexia: a condensed review of literature

2019 ◽  
Vol 72 (3) ◽  
pp. 249-270
Author(s):  
Anna Belavina Kuerten ◽  
Mailce Borges Mota ◽  
Katrien Segaert
Keyword(s):  
Developmental Dyslexia ◽  
Operational Definition ◽  
Historical Background ◽  
Reading Disorder ◽  
Review Of Literature ◽  
Causal Explanations ◽  
Developmental Progression ◽  
Definition Of ◽  
Double Deficit ◽  
Deficit Theory

In this article we provide a condensed review of literature on developmental dyslexia. Starting with the historical background to this language-based reading disorder, we discuss four key components that are crucial for a valid and operational definition of developmental dyslexia. We then present the major theoretical explanations of developmental dyslexia in order to gain a better understanding of the causes of this reading disorder. These causal explanations are addressed in the context of Morton and Frith’s (1995) model. Four major theories of developmental dyslexia are discussed: the phonological deficit theory, the double-deficit theory, the magnocellular theory, and the cerebellar theory. The last section of this review addresses the model of reading development proposed by Frith (1986). Understanding the developmental progression of children’s abilities in reading is crucial in order to detect in which phase of this progression a breakdown attributed to dyslexia occurs.

RAN and Double-Deficit Theory

2011 ◽  
Vol 46 (2) ◽  
pp. 182-190 ◽  
Author(s):  
Virginia S. Cronin
Keyword(s):  
Double Deficit ◽  
Deficit Theory

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

Early Predictions of Reading Disability

1968 ◽  
Vol 13 (7) ◽  
pp. 381-382
Author(s):  
Arthur E. Traxler
Keyword(s):  
Reading Disability

Neuroimaging of Reading and Reading Disability in Children

2000 ◽  
Author(s):  
Kenneth R. Pugh ◽  
W. Einar Mencl ◽  
Sally E. Shaywitz ◽  
Bennett A. Shaywitz ◽  
Annette Jenner ◽  
...  
Keyword(s):  
Reading Disability
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