Double Deficit Research Articles

‘Double deficit’ and exclusion: Mediated language ideologies and international students’ multilingualism

AbstractInternational students studying at Australian universities are largely represented in the media as problematic speakers of English, in part due to the dominance of the monolingual mindset as an approach to language. This paper focuses instead on international students’ multilingualism and examines the multimodal media representation of them as multilingual speakers. This study presents a thematic language ideological analysis of an episode of an Australian current affairs television program,Four Corners, and social media discussion of the episode and explores the way language ideologies work in the context. It shows that multilingual practices and speakers are stigmatized through the textual and multimodal representation of languages other than English (LOTE). Findings show that the multilingualism of international students and competencies available through LOTE are largely rendered invisible and students are constructed through a ‘double deficit’ view. They are thus not seen as multilingual speakers but deficient English speakers and this deficiency indexes other deficits. Where LOTE becomes visible, it is represented as a problem. The results also show that the social media discussions further amplify the language ideologies of the episode. The implications are considered for media representation and for universities to shift the focus to English language as a medium of instruction only and end ‘language blindness’ for improved social inclusion.

Empathy, mentalizing, and cognitive functioning in anorexia nervosa and bulimia nervosa

ABSTRACT The existing evidence on the specific profile and the determinants of empathic and mentalizing abilities in anorexia nervosa (AN) and bulimia nervosa (BN) is not conclusive. Moreover, it is not clear whether patients with eating disorders also exhibit diminished ability to accurately appraise their own empathic skills. We examine in AN and BN: (a) the impairments in various aspects of empathy and theory of mind (ToM), while accounting for the effect of other cognitive functions and (b) the accuracy of self-appraisal of empathy. Self-reported and performance-based empathy, ToM, and cognitive functions were assessed in 46 patients with AN, 30 patients with BN, and 42 healthy controls (HC). Both AN and BN patients reported diminished overall empathic abilities, whereas only BN patients reported reduced cognitive empathy compared to HC. Deficits in performance-based empathy were found in both patient groups. Cognitive ToM was impaired only in AN. Significant correlations between self-reported and performance-based empathy were found in BN and HC but not in AN. Cognitive deficits negatively affected the self-appraisal of empathy in AN but not empathic skills per se. Our findings highlight a double deficit related to empathic responding in AN: diminished performance and inaccurate self-appraisal of empathic abilities, indicating dysfunctional self-reflection.

Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth.

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.

Application of the Double Deficit Hypothesis to Two Japanese Writing Systems

Application of the Double Deficit Hypothesis to Two Japanese Writing Systems

Rapid Automatized Naming (RAN) and Its Relationship to Phonological Awareness and Reading: A Pilot Study in a Greek Sample of Students with Dyslexia

Introduction: Reading impairment in children with dyslexia stems from either a phonological awareness deficit or a deficit in rapid automatized naming. Both deficits constitute the double deficit hypothesis of dyslexia. The aim of the present study was to assess phonological awareness and rapid automatized naming in a group of Greek-speaking children with dyslexia and to correlate their performance in phonological awareness and rapid automatized naming with reading fluency (accuracy and comprehension) scores. Method: Participants were 23 children with a formal diagnosis of dyslexia and 27 typically-developing children with no other learning difficulties or dyslexia. All children were monolingual speakers of Greek and they were administered a naming speed test, a fluency test, a phonological awareness test and reading accuracy and comprehension tasks. Results: Students with dyslexia scored worse in most phonological awareness, rapid automatized naming and reading fluency measures in comparison to their non-dyslexic peers. In addition, students with dyslexia needed more time to complete the rapid automatized naming tests. Positive correlations were found between phonological awareness, rapid automatized naming and reading fluency tests for both groups of students. Specifically, rapid automatized naming and phonological awareness explained 9.3% and 21.8%, respectively, of the variance in the reading fluency of students with dyslexia, while the respective contributions of rapid automatized naming and phonological awareness to the reading fluency for non-dyslexic students were 2% and 9.3%, respectively. Discussion and Conclusion: Phonological awareness and rapid automatized naming can be reliable predictors of reading fluency even in orthographically consistent languages (i.e., Greek), offering support to the double deficit hypothesis. In addition, combining phonological awareness and rapid automatized naming tests seems to be a quick and reliable way to early identify children at risk of reading difficulties in the first grades of primary school.

Diagnostic implications of the double deficit model for young adolescents with dyslexia.

Considerable support exists for both the phonological core deficit and the naming speed deficit models of dyslexia. The double deficit model proposed that many students with dyslexia might also be impaired in both underlying processes. Employing either performance thresholds (i.e., scores below the 16th or 25th percentile) or k-means clustering as classification methods, the current study investigated whether 154 young adolescents with dyslexia could be categorized into subtypes according to the presence or absence of phonological deficits alone, naming speed deficits alone, or a combination of the two and whether group composition changed depending on classification method. Results support the existence of both single and double deficit groups and confirm that those with both deficits are the most severely impaired across multiple measures. Contrary to previous research, most adolescents were classified as either naming speed only (about a third of the group) or double deficit when defining impairment using performance thresholds to classify groups. This may suggest that although early phonological deficits are amenable to remediation, identification of language symbols fails to become automatized in most individuals with dyslexia and may require more targeted intervention. Classification differences reported in the literature may depend on age and methods employed for classification.

Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2

ABSTRACTWe investigated the double-deficit hypothesis (DDH) in samples of U.S. (N = 489), Australian (N = 264), and Scandinavian (N = 293) children followed from preschool to grade 2. Children were assigned to double deficit, single deficit and no deficit subtypes in preschool, kindergarten, and grade 1 and compared on reading and spelling in grades 1 and 2. In most analyses, the double deficit subtype scored significantly lower in reading and spelling than the single deficits, a pattern of findings that was identical across samples. Moreover, across countries, RAN deficits showed a stronger effect on reading whereas PA deficits showed stronger effects on spelling. Overall, the results supported the basic premises of the DDH suggesting that the double deficit subtype represents the most impaired readers, and that RAN and PA are separable deficits with different effects on reading and spelling. The results also supported a universal view of literacy development, with similar predictive patterns of DDH subtypes across orthographies.

تحليل وقياس العجز المزدوج في الإقتصادات النفطية دراسة حالة العراق للمدة (1988-2016)

إزداد الإهتمام بدراسة عجز الموازنة (BD) وعجز الحساب الجاري (CAD) (العجز المزدوج) في العديد من الدول المتقدمة والنامية على حد سواء، لذلك إنبعث الإهتمام في هذه الدراسة في هذين العجزين نتيجة إستمرار هذين العجزين لفترات طويلة في الإقتصاد العراقي. وهدفت هذه الدراسة تحليل وقياس العلاقة بين عجز الموازنة وعجز الحساب الجاري في العراق وأستخدمت بيانات السلاسل الزمنيَة السنويَة للمدة (1988-2016). وتناولت الدراسة الأساس النظري للعلاقة بين العجزين من منظور فرضيتين : المقترح الكينزي الذي يدل على وجود علاقة طرديَة بين العجزين باتجاه عجز الحساب الجاري، والتكافؤ الريكاردي الذي ينفي وجود أيَة علاقة بين العجزين. كما أظهرت نتائج إختبار التكامل المشترك على وجود علاقة في المدى الطويل بين العجزين، بينما دلَت نتائج إختبار غرانجر السببية على وجود علاقة سببية مزدوجة بين هذين المتغيرين، وأشارت نتائج نموذج تقدير تصحيح الخطأ (VEC) إلى وجود العلاقة بين العجزين في الأمد القصير. وكانت سببيَة عجز الحساب الجاري على عجز الموازنة أكثر تأثيراً من الحالة المعاكسة على وفق نتائج الإختبارات. وكان للسياسة الماليَة دور في زيادة عجز الموازنة كنتيجة لزيادة النفقات الكلية ولاسيما النفقات الجاريَة، في حين لم يكن للسياسة النقديَة دور في إنخفاض عجز الحساب الجاري أو زيادة النمو الإقتصادي. وعرض البحث في الختام مجموعة من الإستنتاجات والمقترحات في سبيل تحقيق إستقرار العجز المزدوج وزيادة النمو في الإقتصاد العراقي.

The Exercises by Limbs Efforts Unilateral Bilateral and its Impact on Indicators of Electrical Activity Muscular Capacity and Long Pass of Football to Reduce Bilateral Deficits for Young Players

Identifying the exercises by limbs efforts (unilateral-bilateral)and its impact on indicators of electrical activity, muscular capacity and long pass of football to reduce bilateral deficits for young players of Samawa Sports Club. Identifying the differences between the two groups of research in the indicators of electrical activity, muscle capacity and long pass of football to reduce the double deficit of the players of the players of Samawa Sports Club. In order to achieve these objectives, the researcher used the experimental method in the two groups approach, the research tools were the emerging football players belonging to the Samawa Sports Club, (16) players, as well as data collection methods. After a series of field procedures to ensure the validity of the tests, the researchers began the procedures of tribal testing and then apply exercises by the work of the terminal (unilateral-bilateral) the first experimental group operates the bilateral terminal work while the second experimental group operates the unilateral terminal work. After completion, the remote tests were carried out.

The Root of American Trade Protectionism：Using its Form Evolution of Mercantilism as Clues

Since 2018, the U. S. Government has launched a massive trade war, so it is necessary to reveal its ideological and historical root. We use the form evolution of American mercantilism as clues to do it. When comparing it with the classical form of mercantilism which was popular in Europe from the 16th to 18th century, we find that American mercantilism has evolved from the traditional form to the new form. The traditional form of American mercantilism existed mainly in the era of the rise （before 1913）. In the era, mercantilists inherited the traditional thought from British mercantilists; on the other hand, according to the socioeconomic status and geopolitical environment, American politicians put forward a set of economic development strategy, which was first proposed by Alexander Hamilton, then put forward by Henry Clay. It can be summed up as the American System”, which consists of three mutually reinforcing parts: tariff protection, internal improvement and the national bank. Among them, the tariff protection policy is the most important one, by which the United States has achieved the industrialization path driven by domestic demand （Jia Genliang et al., 2017）, so trade protectionism has become a national memory in the United States. Since the collapse of the Bretton Woods System in 1971, American mercantilism has developed its new form. Compared with the classical form, the new form is really a distorted expression. On the one hand, trade deficit has become a main fulcrum to maintain dollar hegemony, while the classical form emphasizes on trade surplus. On the other hand, dollar hegemony becomes the main means of depriving other countries’ wealth. Although one is in the era of metal currency, the other in the era of credit currency, dollar hegemonism is largely as same as bullionism in essence, which is the earlier form of classical mercantilism. Nowadays, double deficits” or the coexistence of trade deficit and fiscal deficit is the most important feature in American economy, and the trade protection policy is the most important means to maintain American hegemony. Historically, there is a deep economic strategy root for the evolution of American mercantilism. In the era of the rise, the United States hoped its national strength can be improved through the development of manufactures by the tariff protection policy and domestic market competition. Since 1971, the United States hoped its dollar hegemony can be recast to intensify American hegemony, so a series of abnormal economic policies and phenomena appeared. Since then, despite the form of American mercantilism has changed completely, the old ideas in classical mercantilism such as zero-sum game” are still in vogue because of the strategic demand of American hegemony. The above analysis implies that the United States would take such strategic actions as a trade war to suppress its most important strategic rivals, while it inevitably incurs the result of lose-lose”.

Глобални аспекти на хипотезата за двойния дефицит

The twin deficit hypothesis, which explores the causal link between the budget deficit and the current account deficit, is put to the test for a sample of 188 countries for the period 1980-2014. The obtained results show that there is a complex impact on the current account dynamics, which cannot be explained solely by the dynamics of a single variable, or, if it is possible, then this variable is not the budget balance. It is found that the average budget balance is positive in only 36 countries (it is negative in the remaining 152 countries), ergo, the twin deficit hypothesis is confirmed. This is also supported by the VAR analysis - the double deficit hypothesis is valid for all groups of coefficients except those of Tuvalu, Lebanon, Eritrea and Equatorial Guinea, which have extreme coefficients (above -10).

Examining the double-deficit hypothesis in vowelized-transparent Arabic in a national representative sample of Grades 3 and 4.

We examined the double-deficit hypothesis in Arabic by investigating the reading and cognitive profiles of readers with selective deficits in naming speed, phonological awareness, or both. In a nationally representative sample of 486 children in the third and fourth grades, we identified 171 children with reading difficulties: 20 (12%) were classified as having a phonological deficit, 31 (18%) as having a naming speed deficit, and 41 (24%) as having a double deficit. Differences between the subgroups extended to reading, cognitive, and linguistic processes beyond phonological and naming abilities. Children with a double deficit performed worse than those with a naming speed deficit but similar to those with a phonological deficit. Numerous unconfirmed theories led to an in-depth analysis of the nature of rapid automatized naming and its relation to orthographic processing. Surprisingly, our findings revealed that orthographic processing may be considered a novel and separate core deficit, suggesting a triple deficit in Arabic rather than a double deficit. The findings are discussed in light of the uniqueness and complexity of Arabic orthography and orthographic transparency in the Arabic language.

Phonological awareness and quick naming of developmental dyslexia in Sekolah Dasar Inklusif Pantara, Jakarta

The weak phonological awareness and slow reaction time in word identification is a disorder that dyslexic people have in reading (Wolf and Bowers, 1999). Therefore, this study will investigate the ability of phonological awareness (phonological awareness), rapid naming (Rapid Naming) and reading ability of people with dyslexia. The subjects consisted of 4 children aged 7-8 years of dyslexia in Pantara Inclusive Elementary School, Jakarta. The four dyslexic children were compared to the control group (20 children from Kwitang 8 PSKD Pancoran Mas, Depok, who had the same age and gender as dyslexic children). The research used quantitative method with case study control design. The study was conducted with three experiments, namely: reading test, counting the number of silabel, and fast-track test. The first experiment consisted of 100 words (simple words, digraphs, diphthongs, and consonant clusters). The second experiment consisted of 48 words (24 words with illustrations and 24 words with trisilabik). All words are from the 10,000 words that have the highest frequency in the Indonesian linguistic corpus (Indonesianwac). The third test is 50 RAN letters (Pennington et al., 2001). Results showed that persons with dyslexia had a lower ability than the control group on all three tests. Dyslexic children tend to perform sound recovery, eliminate phonemes and swap words with nonwords and slow reaction times. Based on the results obtained, 2 dyslexic children data support double deficit hypothesis Wolf and Bowers (1999) because dyslexic children show phonological deficits and rapid naming deficits.

Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance, studying and employability

ABSTRACTThis paper explores how the various pressures of finance, employability and part-time work are experienced by undergraduates studying in an English Red Brick University. Drawing on the results of a 3-year qualitative study that followed 40 students throughout their 3 years of studies (n₁ = 40, n₂ = 40, n₃ = 38, ntotal = 118), the paper details three dimensions by which students understood their part-time employment experiences: the characteristics of employment types; motivations for employment and the challenges of shaping their employment experiences around their studies. It is argued that the current shortfalls in the student budget and the pressures of the employability agenda may actually serve to further disadvantage the lower income groups in the form of a ‘double deficit’. Not only are discrepancies between income and expenditure likely to mean that additional monies are necessary to study for a degree, the resulting need for part-time employment is also likely to constrain both degree outcome and capacity to enhance skills necessary for ‘employability’.

The Effects of Phonological Short-Term Memory and Speech Perception on Spoken Sentence Comprehension in Children: Simulating Deficits in an Experimental Design.

The roles of phonological short-term memory (pSTM) and speech perception in spoken sentence comprehension were examined in an experimental design. Deficits in pSTM and speech perception were simulated through task demands while typically-developing children (N[Formula: see text]71) completed a sentence-picture matching task. Children performed the control, simulated pSTM deficit, simulated speech perception deficit, or simulated double deficit condition. On long sentences, the double deficit group had lower scores than the control and speech perception deficit groups, and the pSTM deficit group had lower scores than the control group and marginally lower scores than the speech perception deficit group. The pSTM and speech perception groups performed similarly to groups with real deficits in these areas, who completed the control condition. Overall, scores were lowest on noncanonical long sentences. Results show pSTM has a greater effect than speech perception on sentence comprehension, at least in the tasks employed here.

Symbolic and non-symbolic number processing in children with developmental dyslexia

This study examined number processing in 10-year-olds with developmental dyslexia (DD). The phonological deficit and double deficit hypotheses imply that children with DD might have a connection deficit that affects their ability to establish links between number symbols and magnitude representations. The double deficit hypothesis also posits that symbolic number difficulties may emerge due to difficulties with processes underlying rapid automatic naming (RAN). The DD group displayed difficulties with symbolic number processing but not with non-symbolic number processing. However, the underlying processes of this access or connection deficit appeared not to be related to phonological awareness or RAN. The DD group displayed impaired arithmetic fluency and calculation that were accounted for by defective processes underlying RAN. In view of the triple-code model, children with DD have impaired verbal number codes or defective access to verbal number codes but an intact core magnitude representation.

Self-regulatory speech during planning and problem-solving in children with SLI and their typically developing peers.

Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of participants, which limits our understanding of the nature and extent of any delays. Moreover, no study has examined the performance of a significant subset of children with SLI, those who have hyperactive and inattentive behaviours. This cross-sectional study aimed to compare the performance of young children with SLI (aged 4-7 years) with that of their TD peers on a planning and problem-solving task and to examine the use of SRS while performing the task. Within each language group, the performance of children with and without hyperactive and inattentive behaviours was further examined. Children with SLI (n = 91) and TD children (n = 81), with and without hyperactive and inattentive behaviours across the three earliest school years (Kindergarten, Preprimary and Year 1) were video-taped while they completed the Tower of London (TOL), a planning and problem-solving task. Their recorded speech was coded and analysed to look at differences in SRS and its relation to TOL performance across the groups. Children with SLI scored lower on the TOL than TD children. Additionally, children with hyperactive and inattentive behaviours performed worse than those without hyperactive and inattentive behaviours, but only in the SLI group. This suggests that children with SLI with hyperactive and inattentive behaviours experience a double deficit. Children with SLI produced less inaudible muttering than TD children, and showed no reduction in social speech across the first three years of school. Finally, for children with SLI, a higher percentage performed better on the TOL when they used SRS than when they did not. The results point towards a significant delay in the development and internalization of SRS in the SLI group, which should be taken into account when considering the planning and problem-solving of young children with SLI.

Visual working memory and number sense: Testing the double deficit hypothesis in mathematics.

Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. The aim of this study was to test the DD hypothesis within a longitudinal time span of 2years. A total of 670 children participated. The mean age was 4.96years at the start of the study and 7.02years at the end of the study. At the end of the first year of kindergarten, both visual-spatial working memory and number sense were measured by two different tasks. At the end of first grade, mathematical performance was measured with two tasks, one for math facts and one for math problems. Multiple regressions revealed that both visual working memory and symbolic number sense are predictors of mathematical performance in first grade. Symbolic number sense appears to be the strongest predictor for both math areas (math facts and math problems). Non-symbolic number sense only predicts performance in math problems. Multivariate analyses of variance showed that a combination of visual working memory and number sense deficits (NSDs) leads to the lowest performance on mathematics. Our DD hypothesis was confirmed. Both visual working memory and symbolic number sense in kindergarten are related to mathematical performance 2years later, and a combination of visual working memory and NSDs leads to low performance in mathematical performance.

The relations between reading and spelling: an examination of subtypes of reading disability

Three groups of reading-disabled children were found in studies of English, German, and French: a group with a double deficit in reading and spelling, a group with a single spelling deficit, and a more rarely reported group presenting a single reading deficit. This study set out to examine whether these groups can be found in adults, readers and spellers of Hebrew, which differs from the previously studied orthographies in many aspects. To this end, Hebrew-speaking adults with or without reading disability were administered various literacy and literacy-related tests. Results confirm the existence of the same three groups. While all shared a phonological deficit, subtle differences in phonological decoding ability and in speed of processing distinguished between the groups. The study therefore suggests that the previously reported associations and dissociations between reading and spelling are not restricted to English, German, or French and may not be only developmental in nature.

Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography

This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming (“double deficit”). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong to the group who show the most pronounced difficulties when learning how to read and write. Our results suggest that children with a double deficit are at great risk of developing dyslexia unless they receive specific support. Moreover, the results of the intervention study are the first to show how German speaking children with a double deficit can be adequately supported within the framework of standard beginners’ reading and writing lessons in inclusive classrooms so that impending difficulties in the acquisition of written language can be successfully prevented. The support measures focus on a training of phonological awareness and automatized processing of sublexical orthographic units. However, potential modifications of the training are currently being discussed since not all children in the training groups were able to benefit satisfactorily.