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It's Time for a Multiple Deficit View of Dyslexia

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Bibliographic Details
Title: It's Time for a Multiple Deficit View of Dyslexia
Language: English
Authors: Nancy Mather
Source: Communique. 2024 53(2):22-24.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: N
Page Count: 3
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Dyslexia, Disability Identification, At Risk Persons, School Psychologists, Screening Tests, Diagnostic Tests, Phonological Awareness, Risk Assessment, Influences, Linguistics, Orthographic Symbols, Language Processing, Naming
ISSN: 0164-775X
Abstract: Over the last few decades, several definitions of dyslexia have centered on phonological awareness as the sole linguistic risk factor for developing dyslexia. Although difficulties with the acquisition and application of speech sounds can affect reading and spelling development, additional factors can as well and are included in other international definitions. Because additional specific linguistic risk factors can contribute to reading difficulties, they should all be included as part of a comprehensive dyslexia evaluation. In addition to phonological awareness, three additional linguistic risk factors include orthographic processing, rapid automatized naming (RAN), and working memory. Other possible correlates include processing speed and visual-verbal paired associate learning. Both the number of risk factors and the severity of weaknesses in these underlying linguistic risk factors increase the probability of dyslexia.
Abstractor: ERIC
Entry Date: 2024
Access URL: https://www.nasponline.org/resources-and-publications/cq-archive
Accession Number: EJ1441905
Database: ERIC
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Abstract:Over the last few decades, several definitions of dyslexia have centered on phonological awareness as the sole linguistic risk factor for developing dyslexia. Although difficulties with the acquisition and application of speech sounds can affect reading and spelling development, additional factors can as well and are included in other international definitions. Because additional specific linguistic risk factors can contribute to reading difficulties, they should all be included as part of a comprehensive dyslexia evaluation. In addition to phonological awareness, three additional linguistic risk factors include orthographic processing, rapid automatized naming (RAN), and working memory. Other possible correlates include processing speed and visual-verbal paired associate learning. Both the number of risk factors and the severity of weaknesses in these underlying linguistic risk factors increase the probability of dyslexia.
ISSN:0164-775X