{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,4]],"date-time":"2026-10-04T22:55:23Z","timestamp":1791154523780,"version":"4.1.0"},"reference-count":32,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2001,11,13]],"date-time":"2001-11-13T00:00:00Z","timestamp":1005609600000},"content-version":"vor","delay-in-days":135,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2001,7]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>The double\u2010deficit hypothesis (Wolf, M. and Bowers, P.G. (1999) The double\u2010deficit hypothesis for the developmental dyslexias. <jats:italic>Journal of Educational Psychology<\/jats:italic>, 91, 415\u2013438) proposes that deficits in phonological processing and rapid automatized naming (RAN) are separable sources of reading dysfunction. Further, the double\u2010deficit hypothesis predicts that the presence of deficits in both phonological processing and RAN have an additive negative influence on reading performance above and beyond that of a single deficit. The purpose of this study was to examine the additive nature of phonological awareness (PA)\u2010 and RAN\u2010deficits on written language skill in children with reading disabilities (RD). Concurrent relationships between PA, RAN, and written language skills were examined in 476 children with RD, ranging in age from 8 to 18 years of age. Hierarchical regression analysis revealed that PA and RAN skill have an additive effect on a majority of the reading and spelling measures. When participants were classified into three deficit subtypes based on the double\u2010deficit model (i.e. phonological\u2010, rate\u2010, and double\u2010deficit), comparisons across the subtypes confirmed that individuals with double\u2010deficits performed below the single\u2010deficit groups on both subtyping variables (RAN and PA) and all measures of written language. When the double\u2010 and single\u2010deficit groups were matched on the subtyping variable (i.e. double\u2010 and rate\u2010deficit groups matched on RAN and double\u2010 and phonological\u2010deficit groups matched on PA) differences between the double\u2010 and rate\u2010deficit groups remained in non\u2010word reading, whereas differences between the double\u2010 and phonological\u2010deficit groups remained in timed word recognition and reading comprehension. These results support an additive model in which RAN\u2010deficits primarily affect tasks that require speeded\/fluent response, and PA\u2010deficits primarily affect tasks that emphasize phonological processing skill. Results are also presented that illustrate several statistical problems associated with the formation of deficit groups by dichotomizing the RAN and PA variables. 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