The present study aimed to investigate the double-deficit hypothesis (DDH) in an orthography of intermediate depth. Eighty-five European Portuguese-speaking children with developmental dyslexia, aged 7 to 12, were tested on measures of phonological awareness (PA), naming speed (NS), reading, and spelling. The results indicated that PA and NS were not significantly correlated, and that NS predicts reading fluency (but not reading accuracy and spelling) beyond what is accounted for by PA. Although the majority of the children with developmental dyslexia have double deficit (62.4%), some children have a single phonological deficit (24.7%) or a single NS deficit (8.2%). Children with a double deficit were not more impaired in reading fluency, reading accuracy, and spelling than both single-deficit subtypes. In conclusion, the findings of the present study are partially consistent with the DDH and provide evidence for the multifactorial model of developmental dyslexia. Implications of the DDH for an orthography of intermediate depth are emphasized.

中文翻译：

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在中等深度的正字法中研究发育障碍的双重缺陷假说。

本研究旨在研究中等深度正字法中的双赤字假说（DDH）。对八十五名7至12岁的欧洲葡萄牙语葡萄牙语儿童进行了发展性阅读障碍的测试，包括语音意识（PA），命名速度（NS），阅读和拼写的测试。结果表明，PA和NS之间没有显着相关性，并且NS预测的阅读流利程度（而不是阅读准确性和拼写）超出了PA所占的范围。尽管大多数患有发育性阅读障碍的儿童有双重缺陷（62.4％），但一些儿童只有一个语音缺陷（24.7％）或一个NS缺陷（8.2％）。与双缺陷儿童相比，双缺陷儿童在阅读流利度，阅读准确性和拼写方面没有受到更大的损害。结论，本研究的发现部分与DDH一致，并为发展性阅读障碍的多因素模型提供了证据。强调了DDH对中等深度拼写法的影响。