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

Keyphrases

• Naming Speed 100%
• National Representative Sample 100%
• Double Deficit 100%
• Double-deficit Hypothesis 100%
• Orthographic Processing 66%
• Phonological Deficit 66%
• Nationally Representative Sample 33%
• Children with Reading Difficulties 33%
• Cognitive Profile 33%
• Cognitive Processes 33%
• Third Grade 33%
• Phonological Awareness 33%
• Phonological Skills 33%
• Arabic Orthography 33%
• Rapid Automatized Naming 33%
• Read Process 33%
• Arabic Language 33%
• Core Deficit 33%
• Orthographic Transparency 33%
• Linguistic Processes 33%
• Fourth Grade 33%
• Reading Profiles 33%
• Naming Ability 33%

Psychology

• Orthographic Processing 100%
• Phonological Awareness 50%