Does double-deficit hypothesis apply in a children with comorbid learning difficulties?

What is it about?

Double-deficit hypothesis suggests that there are two possible sources for reading difficulties: deficits in naming speed or deficits in phonological awareness - or both (=double-deficit). However, in previous studies both of these deficits have been found to be connected also with other learning difficulties like math deficit or attention deficits. In this study we explored double-deficit hypothesis in clinical sample including children with deficits in reading, math and/or attention and showed that the double-deficit was especially related to reading difficulties.

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Why is it important?

First, studying comorbidity is important because it seems to lead to more severe consequences than individual difficulties. Second, identifyig factors that are common in comorbid problems and the factors that are unique for each learning difficulty lead to more exact diagnoses of these difficulties. Finally, the result that deficits in naming speed and phonological awareness are related to different manifestations of reading difficulties help to target reading intervention.

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