Double-Deficit Hypothesis and Reading Difficulties: A Longitudinal Analysis of Reading and Reading Comprehension Performance of Groups Formed According to This Hypothesis

In this study, we aimed to determine the validity of double-deficit hypothesis, which argues that reading difficulties arise due inadequacies in phonological awareness and rapid naming, relation a transparent language such as Turkish. Accordingly, children attending kindergarten were assigned four groups: group (n = 23), deficit 35), naming 29) or control 48) according scores they received on measures naming. The performance groups comprehension was followed longitudinally from first grade end second compared at time points. On basis multivariate analysis variance (MANOVA), it determined performed worst tasks, best. While achievements all increased over time, findings suggest with deficits differed significantly group. This examined effects hypothesis for Turkish-speaking children, offers new approach identifying risk early years planning appropriate interventions.