The purpose of this dissertation was to test the validity of the double-deficit hypothesis as
applied to a sample of third-grade Arabic-speaking students in the United Arab Emirates.
The double-deficit hypothesis postulates that individuals with a combination of Rapid
Automatized Naming (RAN) and Phonological Awareness (PA) deficits will tend to have
worse reading ability than individuals with either a RAN deficit, a PA deficit, or no deficit.
Thus, the double-deficit hypothesis has been advanced as an explanation of dyslexia …