Which two core deficits are highlighted in the double-deficit theory of dyslexia?

The double-deficit theory of dyslexia posits that individuals with dyslexia may experience two primary deficits that contribute to their reading difficulties: phonological awareness and rapid naming. Phonological awareness refers to the ability to recognize and manipulate the sound structures of language, an essential skill for decoding words and understanding the relationship between sounds and letters. Rapid naming involves the quick retrieval of the names of familiar visual stimuli, such as colors or objects, which is crucial for fluent reading.

These two deficits often co-occur in individuals with dyslexia, creating a compounded effect that can significantly hinder reading and language processing abilities. By addressing both phonological awareness and rapid naming in intervention strategies, therapists can offer more targeted support to help overcome these specific challenges.