The double-deficit hypothesis and difficulties in learning to read a regular orthography.

By Heinz Wimmer, Heinz Mayringer, Karin Landerl. 2000

492 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/eee00d6d70eff320ca61149841a73c2f483f0e4a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Contributions of phonological processing skills to reading skills in Arabic speaking children (2011, background): “English as well as other orthographies, its predictive power quickly diminishes in transparent orthographies such as German, Greek, or Finnish (Holopainen et al., 2001; Seymour et al., 2003; Wimmer et al., 1998, 2000 ).”
Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic (2006, background): “Wimmer, Mayringer, and Landerl (1998, 2000) have presented findings that children with a predisposition towards dyslexia who are learning a transparent orthography show weaknesses on measures of naming speed and phonological memory more clearly than on tasks of phonological segmentation and pseudow”
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. (2008, background): “Rapid naming, not cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian).”
Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia (2006, result): “…that, within a consistent orthography, dysfluency is especially implicated in reading from a genetic standpoint, supporting the contention by Wimmer, Mayringer, and Landerl (2000) and earlier Finnish findings by Korhonen (1995) that dysfluency may be the most persistent feature of dyslexia.”
The Relationship Between Phoneme Awareness and Rapid Serial Naming Skills and Literacy Acquisition: The Role of Developmental Period and Reading Ability (2004, background): “According to one proposal (Ehri, 1992; see also Wimmer et al., 2000, p. 678), learning about the orthography involves, besides the ability to pay conscious attention to speech sounds, the ability to form accurate and reliable connections between the letters the child sees in print and the phonemes…”
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018, background): “Indeed, Wimmer, Mayringer, and Landerl (2000) identified a sample of Germanspeaking children with a marked and specific deficit in PA at school entry who did not develop any reading problems later on.”
Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. (2002, background): “In particular, visual rapid naming was affected, consistent with similar deficits in German children with dyslexia (Wimmer, 1993; Wimmer et al., 1998, 2000).”
Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic (2018, background): “…even fully vowelized Arabic has several aspects of orthographic depth (Share & Daniels, 2015) that make learning to read it a slower and more challenging process than the transparent European orthographies (cf. Escribano, 2007; Landerl, 2001; Papadopoulos et al., 2009; Wimmer et al., 2000).”
Cross-linguistic transfer in literacy development and implications for language learners (2002, background): “Moreover, lower phonological processing skills have been shown to accompany dyslexia in many different monolingual populations, although the effect is smaller in orthographies that have more systematic graphemephoneme correspondences ( Wimmer et al., 2000 ).”
Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors (2005, background): “The first hypothesis that the present study addresses is grounded in previous research on reading in a shallow orthography (e.g., Landerl & Wimmer, 2000; Wimmer et al., 1998, 2000 ).”