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This study used secondary data to test the double-deficit hypothesis that rapid automatized naming (RAN) deficits and phonological awareness (PA) deficits are 2 core reading-related deficits and that students exhibiting deficits in both areas would be the most severely impaired in entry-level reading ability. Specifically, this study investigated the contribution of deficits in RAN and PA separately and in combination to the entry-level reading skills of 126 first-grade students in 2 rural, low-wealth school districts. Deficit subgroup comparisons indicated that students with deficits in RAN and PA existing comorbidly were the most severely impaired in entry-level reading skills. The results of this study support and extend the research on the double-deficit hypothesis and have implications for the early identification of students who may have a learning disability and early intervention to prevent reading disabilities.

This study used secondary data to test the double-deficit hypothesis that rapid automatized naming (RAN) deficits and phonological awareness (PA) deficits are 2 core reading-related deficits and that students exhibiting deficits in both areas would be the most severely impaired in entry-level reading ability. Specifically, this study investigated the contribution of deficits in RAN and PA separately and in combination to the entry-level reading skills of 126 first-grade students in 2 rural, low-wealth school districts. Deficit subgroup comparisons indicated that students with deficits in RAN and PA existing comorbidly were the most severely impaired in entry-level reading skills. The results of this study support and extend the research on the double-deficit hypothesis and have implications for the early identification of students who may have a learning disability and early intervention to prevent reading disabilities. [ABSTRACT FROM AUTHOR]