{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,4]],"date-time":"2026-10-04T22:54:55Z","timestamp":1791154495509,"version":"4.1.0"},"reference-count":55,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2008,1,1]],"date-time":"2008-01-01T00:00:00Z","timestamp":1199145600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2008,1]]},"abstract":"<jats:p>The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability\u2014achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability\u2014achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity.<\/jats:p>","DOI":"10.1177\/0022219407311325","type":"journal-article","created":{"date-parts":[[2008,1,17]],"date-time":"2008-01-17T12:27:47Z","timestamp":1200572867000},"page":"47-66","source":"Crossref","is-referenced-by-count":66,"title":["The Varieties of Pathways to Dysfluent Reading"],"prefix":"10.1177","volume":"41","author":[{"given":"Tami","family":"Katzir","sequence":"first","affiliation":[{"name":"Haifa University, Mount Carmel, Israel"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Young-Suk","family":"Kim","sequence":"additional","affiliation":[{"name":"Florida State University, Tallahassee, and Florida Center for Reading Research"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maryanne","family":"Wolf","sequence":"additional","affiliation":[{"name":"Tufts University, Medford, Massachusetts"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Robin","family":"Morris","sequence":"additional","affiliation":[{"name":"Georgia State University, Atlanta"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maureen W.","family":"Lovett","sequence":"additional","affiliation":[{"name":"University of Toronto, Ontario"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2008,2,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881-997-0021-y"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9280.1995.tb00328.x"},{"key":"atypb3","unstructured":"Berninger, V.W., Abbott, R.D., Billingsley, F. & Nagy, W. (2001). Processes underlying timing and fluency of reading: Efficiency, automaticity, coordination, and morphological awareness. In M. Wolf (Ed.), Time, fluency, and dyslexia (pp. 383\u2014415). 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(1984). Processes of cognitive development: Optimal level and skill acquisition. In R. J. Steinberg (Ed.), Mechanisms of cognitive development (pp. 45\u201480). San Francisco: Freeman."},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1093\/brain\/123.12.2373"},{"key":"atypb18","unstructured":"Kame'enui, E.J., Simmons, D.C., Good, R.H. & Harn, B.A. (2001). The use of fluency-based measures in early identification and evaluation of intervention efficacy in schools. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 307\u2014333). Timonium, MD: York."},{"key":"atypb19","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-006-9013-2"},{"key":"atypb20","volume-title":"K-BIT: Kaufman Brief Intelligence Test","author":"Kaufman, A.","year":"1990"},{"key":"atypb21","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.95.3.453"},{"key":"atypb22","doi-asserted-by":"publisher","DOI":"10.1006\/jecp.1999.2497"},{"key":"atypb23","unstructured":"Levy, B.A. & Carr, T.H. (1990). 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