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

Published online by Cambridge University Press:  14 November 2022

Smail Layes Open the ORCID record for Smail Layes [Opens in a new window] ,
Marjolaine Cohen  and
Sietske van Viersen
Smail Layes*
Affiliation:
Department of Psychology, University of El-Oued, El Oued, Algeria Centre de Recherches sur les Fonctionnements et Dysfonctionnements Psychologiques, University of Rouen, Rouen, France
Marjolaine Cohen
Affiliation:
Department of Special Needs Education, University of Oslo, Oslo, Norway
Sietske van Viersen
Affiliation:
Department of Special Needs Education, University of Oslo, Oslo, Norway Department of Development & Education of Youth in Diverse Societies, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands
*
*Corresponding author. Email: smail.layes@gmail.com
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Abstract

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

Keywords

triple-deficit hypothesisorthographic processingphonological awarenessnaming speedArabic orthographyword reading
Type
Original Article
Information
Applied Psycholinguistics , Volume 43 , Issue 5 , September 2022 , pp. 1165 - 1192
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Copyright
© The Author(s), 2022. Published by Cambridge University Press

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