Question

A student with a combination of phonological and naming-speed deficits, is said to have a ________ deficit. These students are more common that those with a ______ deficit and are also the most ________ to remediate.

Answer 1

A student with both phonological and naming-speed issues has a double deficit, which is more common and tougher to remediate than a single deficit, often requiring academic accommodations and specialized treatments.

Step-by-step explanation:

A student with a combination of phonological and naming-speed deficits is said to have a double deficit. These students are more common than those with a single deficit and are also the most difficult to remediate. Students with conditions such as dyslexia or dysgraphia often struggle with various aspects of language, like reading, writing, and sometimes even speaking. Particularly, dyslexia involves issues with sound processing and letter recognition that make learning to read a frustrating process.

Academic accommodations, such as oral exams over traditional written tests, are ways to assist these students and allow them to demonstrate their knowledge. Treatments for these disabilities like occupational therapy might have varying degrees of effectiveness.