View in EDS

Exploring the Double Deficit Hypothesis in Spanish Schoolchildren Using Latent Profile Analysis

Saved in:
Bibliographic Details
Title: Exploring the Double Deficit Hypothesis in Spanish Schoolchildren Using Latent Profile Analysis
Language: English
Authors: Amanda Flores, Auxiliadora Sánchez, Juan L. Luque, Almudena Giménez (ORCID 0000-0003-2666-0659)
Source: Journal of Research in Reading. 2026 49(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Foreign Countries, Dyslexia, Kindergarten, Young Children, Naming, Phonological Awareness, Orthographic Symbols, Reading Tests, Profiles, Reading Ability, Reading Difficulties, Severity (of Disability)
Geographic Terms: Spain
DOI: 10.1111/1467-9817.70023
ISSN: 0141-0423
1467-9817
Abstract: Background: Dyslexia is a neurodevelopmental disorder caused by deficits in phonological awareness (PA). According to the Double Deficit Hypothesis (DDH), Rapid Automatic Naming (RAN) deficit is another potential independent cause. However, the evidence from studies with languages that vary in orthographic consistency is mixed. Methods: The present study aims to investigate the heterogeneity of profiles based on PA and RAN in a sample of Spanish kindergarten children--a consistent orthography--before they start reading instruction (Time 1) to see whether these profiles could predict reading difficulties 2 years later (Grade 2, Time 2). At T1, 795 children were assessed on PA, RAN, letter knowledge (LK), and Verbal Short-term memory (VSTM). At T2, 373 children were reassessed on reading measures. To avoid arbitrary cut-points, profiles were established through Latent Profile Analysis (LPA). Results: Four profiles emerged at both T1 and T2. No single PA or RAN profiles were found. Only the group of low performers corresponded to the Double Deficit profile. The T1 Low-performance group exhibited higher stability than the other groups: 92.5% of the low performers in kindergarten demonstrated poor reading ability in Grade 2, supporting the DDH prediction that children with deficits in both PA and RAN would be more severely impaired than the rest of the profiles. LK showed a relevant contribution in predicting impairment severity. Conclusions: Partial evidence supporting the DDH was obtained. The LPA proved to be appropriate for risk identification under a dimensional conceptualization.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497654
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1497654
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the Double Deficit Hypothesis in Spanish Schoolchildren Using Latent Profile Analysis
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Amanda+Flores%22">Amanda Flores</searchLink><br /><searchLink fieldCode="AR" term="%22Auxiliadora+Sánchez%22">Auxiliadora Sánchez</searchLink><br /><searchLink fieldCode="AR" term="%22Juan+L%2E+Luque%22">Juan L. Luque</searchLink><br /><searchLink fieldCode="AR" term="%22Almudena+Giménez%22">Almudena Giménez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2666-0659">0000-0003-2666-0659</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Reading%22"><i>Journal of Research in Reading</i></searchLink>. 2026 49(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Orthographic+Symbols%22">Orthographic Symbols</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Ability%22">Reading Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Severity+%28of+Disability%29%22">Severity (of Disability)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1467-9817.70023
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-0423<br />1467-9817
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Dyslexia is a neurodevelopmental disorder caused by deficits in phonological awareness (PA). According to the Double Deficit Hypothesis (DDH), Rapid Automatic Naming (RAN) deficit is another potential independent cause. However, the evidence from studies with languages that vary in orthographic consistency is mixed. Methods: The present study aims to investigate the heterogeneity of profiles based on PA and RAN in a sample of Spanish kindergarten children--a consistent orthography--before they start reading instruction (Time 1) to see whether these profiles could predict reading difficulties 2 years later (Grade 2, Time 2). At T1, 795 children were assessed on PA, RAN, letter knowledge (LK), and Verbal Short-term memory (VSTM). At T2, 373 children were reassessed on reading measures. To avoid arbitrary cut-points, profiles were established through Latent Profile Analysis (LPA). Results: Four profiles emerged at both T1 and T2. No single PA or RAN profiles were found. Only the group of low performers corresponded to the Double Deficit profile. The T1 Low-performance group exhibited higher stability than the other groups: 92.5% of the low performers in kindergarten demonstrated poor reading ability in Grade 2, supporting the DDH prediction that children with deficits in both PA and RAN would be more severely impaired than the rest of the profiles. LK showed a relevant contribution in predicting impairment severity. Conclusions: Partial evidence supporting the DDH was obtained. The LPA proved to be appropriate for risk identification under a dimensional conceptualization.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1497654
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497654
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1467-9817.70023
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Naming
        Type: general
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Orthographic Symbols
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Profiles
        Type: general
      – SubjectFull: Reading Ability
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Severity (of Disability)
        Type: general
      – SubjectFull: Spain
        Type: general
    Titles:
      – TitleFull: Exploring the Double Deficit Hypothesis in Spanish Schoolchildren Using Latent Profile Analysis
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Amanda Flores
      – PersonEntity:
          Name:
            NameFull: Auxiliadora Sánchez
      – PersonEntity:
          Name:
            NameFull: Juan L. Luque
      – PersonEntity:
          Name:
            NameFull: Almudena Giménez
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0141-0423
            – Type: issn-electronic
              Value: 1467-9817
          Numbering:
            – Type: volume
              Value: 49
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Research in Reading
              Type: main
ResultId 1