The triple-deficit hypothesis in Arabic: Evidence from children with and without dyslexia

Abstract This study investigated the triple-deficit hypothesis in Arabic, a Semitic transparent orthography, among 258 native Arabic children from Grade 3, divided into typical readers group ( n = 204) and dyslexia 54). Children were tested on word- pseudoword-reading accuracy, word-reading fluency, phonological awareness (PA), naming speed (NS), orthographic processing (OP), nonverbal reasoning ability. The results indicated that all with had either double or triple deficits, none of them single deficit. deficits showed lower performance than no reading measures. They have also to accuracy but comparable scores fluency. In addition, OP was confirmed as an additional independent predictor word-level skills besides PA NS, while controlling for age intelligence. classification findings presence deficit maximizes risk failure. These support additive nature combined PA, OP. Moreover, they establish benefit including third deficit, addition underlying Arabic.