چکیده مقاله
The Double Deficit Hypothesis DDH postulates that impairments in phonological awareness and rapid automatized naming RAN constitute two distinct and additive sources of reading difficulty Although originally conceptualized within the domain of developmental dyslexia in alphabetic L۱ contexts, its theoretical relevance has increasingly extended to second‑language L۲ reading environments This review synthesizes international literature on DDH and working memory WM , and integrates emerging empirical evidence from Iranian EFL learners Iranian learners represent a linguistically and educationally distinctive population characterized by diglossic L۱–L۲ relations, orthographic depth differences, and high cognitive demands in foreign‑language reading acquisition Findings from Iranian studies indicate that limitations in WM capacity and phonological processing significantly predict L۲ reading comprehension, vocabulary learning, and fluency performance Additionally, research demonstrates substantial overlap between deficits described by DDH and the cognitive challenges documented among Iranian EFL students This article critically reviews theoretical frameworks, evaluates cross‑linguistic considerations, and identifies contributions and gaps in the Iranian literature Implications are presented for cognitive‑informed assessment, targeted intervention, and the refinement of EFL reading pedagogy within Iran
کلیدواژهها
نویسندگان
Zahra Farajnezhad
Department of English Language, Na C , Islamic Azad University, Najafabad, Isfahan, Iran
Omid Tabatabaei
Department of English Language, Na C , Islamic Azad University, Najafabad, Isfahan, Iran
Hadi Salehi
Department of English Language, Na C , Islamic Azad University, Najafabad, Isfahan, Iran
Hossein Vahid Dastjerdi
Department of English Language, Na C , Islamic Azad University, Najafabad, Isfahan, Iran
شیوه ارجاع
Farajnezhad، Zahra و Tabatabaei، Omid و Salehi، Hadi و Vahid Dastjerdi، Hossein،1405،Exploring the Double Deficit Hypothesis and Working Memory Span in Iranian EFL Learners: A Cognitive‑Psycholinguistic Review،یازدهمین کنفرانس بین المللی و چهاردهمین همایش ملی مدیریت، روان شناسی و علوم رفتاری،تهران
ارائهشده در
مجموعه مقالات یازدهمین کنفرانس بین المللی و چهاردهمین همایش ملی مدیریت، روان شناسی و علوم رفتاری31 تیر 1405 · تهران