The Studies about Phonological Deficit Theory in Children with Developmental Dyslexia: Review
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Copyright: © 2020 Dr. Emrah Caylak. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Problem statement: Developmental Dyslexia (DD) or Reading Disability (RD) that was part of a larger heterogeneous group of learning disorders and characterized by unexpected problems in academic performance, despite average intelligence. Approach: Current opinions on the biological basis of dyslexia pointed to problems with phonological processing deficits with resulting poor phonemic awareness. Though there was much support for this hypothesis in the scientific literature, there remained an ongoing debate as to whether the core deficit was in fact a more general information processing problem that involves phonological awareness, phonological short-term memory, phonological re/de-coding Rapid Automatized Naming (RAN). Results: Also double deficit hypothesis proposed that the dyslexic children impaired in word-identification accuracy or exhibiting slowly word decoding profile. Conclusion/Recommendations: The aim of this review was to present some of the most exciting researches on DD in the domains of phonological deficit theory that those will help future studies to follow.
- Developmental dyslexia
- phonological deficit theory
- phonological awareness
- phonological short-term memory
- phonological re/de-coding (Rapid Automatized Naming, RAN)
- double deficit theory