What two areas do students with a "double deficit" in dyslexia typically struggle with?

Students with a "double deficit" in dyslexia typically face significant challenges in both phonological processing and naming-speed processing. Phonological processing refers to the ability to recognize and manipulate sounds in spoken language, which is a critical skill for reading and spelling. When students struggle here, they often find it difficult to decode words or to segment sounds for reading and writing tasks.

Naming-speed processing, on the other hand, is the ability to quickly retrieve names for familiar objects, colors, or choices. This skill is crucial for fluent reading, as it affects how quickly a student can recognize and read words. A deficit in this area can lead to slower reading rates, further compounding difficulties in reading fluency.

Together, these two deficits can create a compounded effect on a student's overall reading abilities, leading to significant challenges both in decoding and reading fluency. This understanding is important for educators to tailor effective interventions and support strategies for such students.