Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

757
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
757
Language and Cognition01:27

Language and Cognition

1.0K
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
1.0K
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

1.5K
A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
1.5K
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

19.1K
One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
19.1K
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

1.4K
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
1.4K
Self-Discrepancy and Its Effects01:29

Self-Discrepancy and Its Effects

467
Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...
467

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Reading anxiety's longitudinal associations with reading skills and reading interest from second to third grade.

Cognition & emotion·2026
Same author

Longitudinal associations between parental depressive symptoms and child behavior: A random intercept cross-lagged panel model.

Developmental psychology·2026
Same author

Symptoms of School Burnout in Comprehensive School and Mental Health Problems in Late Adolescence.

Scandinavian journal of psychology·2025
Same author

The longitudinal interplay of print exposure and auditory brain responses in the prediction of reading skills.

Brain and language·2025
Same author

Let's Learn About Emotions Program: Acceptability, Fidelity, and Students' Mental Well-Being Outcomes for Finnish Primary School Children.

Children (Basel, Switzerland)·2025
Same author

Equality in Adolescents' Opportunities for Health Information Through the Lens of Health Literacy: Results From Health Behaviour in School-aged Children Study 2018 and 2022.

The Journal of adolescent health : official publication of the Society for Adolescent Medicine·2025

Related Experiment Video

Updated: Apr 16, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K

Double-Deficit Hypothesis in a Clinical Sample: Extension Beyond Reading.

Riikka Heikkilä1, Minna Torppa2, Mikko Aro3

  • 1Niilo Mäki Institute, Jyväskylä, Finland Department of Psychology, University of Jyväskylä, Finland riikka.heikkila@nmi.fi.

Journal of Learning Disabilities
|February 27, 2015
PubMed
Summary

The double-deficit hypothesis (DDH) suggests that deficits in both rapid automatized naming (RAN) and phonological awareness (PA) most strongly predict reading disabilities. This study found RAN and PA deficits are specific to reading, not math or attention issues.

Keywords:
attention deficitcomorbiditydouble-deficit hypothesismath disabilityreading disability

More Related Videos

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

9.0K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

9.4K

Related Experiment Videos

Last Updated: Apr 16, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

9.0K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

9.4K

Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • The double-deficit hypothesis (DDH) is a prominent theory explaining reading disabilities.
  • It posits that deficits in both phonological awareness (PA) and rapid automatized naming (RAN) lead to more severe reading impairments.
  • This study investigates the DDH in Finnish, a transparent orthography, and examines comorbidity with math and attention problems.

Purpose of the Study:

  • To test the double-deficit hypothesis (DDH) in a transparent orthography (Finnish).
  • To investigate the comorbidity of learning-related problems in math and attention with reading disabilities.
  • To examine the specificity of rapid automatized naming (RAN) and phonological awareness (PA) deficits.

Main Methods:

  • Children (N=205) aged 7-12, referred for learning disabilities, were assessed.
  • Participants were grouped based on RAN and PA: double-deficit, naming speed deficit-only, phonological deficit-only, and no-deficit.
  • Reading, spelling, math, and attention measures were used.

Main Results:

  • The double-deficit group exhibited the greatest prevalence and severity of reading disability.
  • Single deficits in RAN or PA were primarily associated with reading disabilities, not math or attention problems.
  • The phonological deficit group showed poorer spelling compared to the no-deficit and naming speed deficit groups.

Conclusions:

  • The study partially supports the double-deficit hypothesis (DDH) in Finnish.
  • Deficits in rapid automatized naming (RAN) and phonological awareness (PA) are specific to reading disabilities.
  • Comorbidity with math and attention problems was not supported by the DDH framework in this study.