Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program.

中文翻译：

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阅读障碍的多重缺陷模型：对识别和干预意味着什么？

研究表明，语音技能是阅读能力的基础，是阅读障碍的主要加工缺陷。这种共识导致了有效的阅读干预方法的发展。然而，单一的语音缺陷不足以解释阅读障碍患者的异质性，最近的研究提供了支持阅读障碍的多亏模型的证据。提出了两项​​研究，以调查（1）患有严重阅读障碍的儿童的语音和认知加工缺陷状况的普遍性，以及（2）在接受过治疗的儿童样本中，相同的语音和认知加工技能对阅读发育的影响阅读障碍。