The role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis

Developmental dyslexia is one of the most prevalent developmental disabilities in Singapore (Dyslexia Association of Singapore, n.d.). Three core behavioural deficits have been identified to account for the reading difficulties observed in children with dyslexia. Despite extensive research examinin...

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Main Author: Chan, Sharon Shi Ning
Other Authors: Chen Shen-Hsing Annabel
Format: Final Year Project
Language:English
Published: 2016
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Online Access:http://hdl.handle.net/10356/66515
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-665152019-12-10T11:43:28Z The role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis Chan, Sharon Shi Ning Chen Shen-Hsing Annabel School of Humanities and Social Sciences DRNTU::Social sciences::Psychology Developmental dyslexia is one of the most prevalent developmental disabilities in Singapore (Dyslexia Association of Singapore, n.d.). Three core behavioural deficits have been identified to account for the reading difficulties observed in children with dyslexia. Despite extensive research examining the pertinent role of phonological awareness (PA) and rapid automatized naming (RAN) in reading, the role of verbal working memory (VWM) is not as well established. The double-deficit hypothesis (Wolf & Bowers, 1999) is a prevailing explanation for developmental dyslexia that posits PA and RAN are two independent core deficits. Hence, the present study conducted a behavioural investigation into these three core behavioural deficits and their relative role in reading. 17 participants with developmental dyslexia and 13 healthy controls were given a battery of neurocognitive tests. Aligned with past literature, participants with dyslexia exhibited poorer performance across all domains compared to the control group. However, contrary to most research and the double- deficit hypothesis (Wolf & Bowers, 1999), significantly poorer performance was not found for PA and RAN. In addition, only VWM significantly correlated with, and emerged as a significant predictor of, reading. As a whole, our results cast doubt on the role of PA and RAN in reading, highlight the importance of VWM involvement in the process of reading, and suggest the need for further refinement of the double- deficit hypothesis (Wolf & Bowers, 1999). Bachelor of Arts 2016-04-13T08:59:16Z 2016-04-13T08:59:16Z 2016 Final Year Project (FYP) http://hdl.handle.net/10356/66515 en Nanyang Technological University 57 p. application/pdf
institution Nanyang Technological University
building NTU Library
country Singapore
collection DR-NTU
language English
topic DRNTU::Social sciences::Psychology
spellingShingle DRNTU::Social sciences::Psychology
Chan, Sharon Shi Ning
The role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis
description Developmental dyslexia is one of the most prevalent developmental disabilities in Singapore (Dyslexia Association of Singapore, n.d.). Three core behavioural deficits have been identified to account for the reading difficulties observed in children with dyslexia. Despite extensive research examining the pertinent role of phonological awareness (PA) and rapid automatized naming (RAN) in reading, the role of verbal working memory (VWM) is not as well established. The double-deficit hypothesis (Wolf & Bowers, 1999) is a prevailing explanation for developmental dyslexia that posits PA and RAN are two independent core deficits. Hence, the present study conducted a behavioural investigation into these three core behavioural deficits and their relative role in reading. 17 participants with developmental dyslexia and 13 healthy controls were given a battery of neurocognitive tests. Aligned with past literature, participants with dyslexia exhibited poorer performance across all domains compared to the control group. However, contrary to most research and the double- deficit hypothesis (Wolf & Bowers, 1999), significantly poorer performance was not found for PA and RAN. In addition, only VWM significantly correlated with, and emerged as a significant predictor of, reading. As a whole, our results cast doubt on the role of PA and RAN in reading, highlight the importance of VWM involvement in the process of reading, and suggest the need for further refinement of the double- deficit hypothesis (Wolf & Bowers, 1999).
author2 Chen Shen-Hsing Annabel
author_facet Chen Shen-Hsing Annabel
Chan, Sharon Shi Ning
format Final Year Project
author Chan, Sharon Shi Ning
author_sort Chan, Sharon Shi Ning
title The role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis
title_short The role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis
title_full The role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis
title_fullStr The role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis
title_full_unstemmed The role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis
title_sort role of phonological awareness, rapid automatized naming, and verbal working memory in developmental dyslexia : implications for the double-deficit hypothesis
publishDate 2016
url http://hdl.handle.net/10356/66515
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