Lateral Dominance, Lateral Awareness, and Reading Disability
Lateral preferences for hand and eye and awareness of right-left relations were studied in an age-homogeneous sample of 200 boys selected from the total population of 9- and 10-year-old boys attending school in Aberdeen, Scotland. One hundred and fifty boys represented the poorest readers selected o...
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| Veröffentlicht in: | Child development 1965-03, Vol.36 (1), p.57-71 |
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| container_title | Child development |
| container_volume | 36 |
| creator | Belmont, Lillian Birch, Herbert G. |
| description | Lateral preferences for hand and eye and awareness of right-left relations were studied in an age-homogeneous sample of 200 boys selected from the total population of 9- and 10-year-old boys attending school in Aberdeen, Scotland. One hundred and fifty boys represented the poorest readers selected on the basis of four reading tests. The remaining 50 boys were controls matched for birth date and school placement and were drawn from the remaining readers. There were no differences in the lateralization of preferential hand and eye usage between the two groups. Significant differences were found in the level of right-left orientation. Confusion in right-left identification of own body parts in retarded readers was associated with the lowest scores on tests of sequential reading. Analysis of intellectual performance in the retarded readers indicated that disturbance in lateralization was more strongly associated with performance than with verbal IQ. The developmental course of the functions is considered, and the findings are compared with those found among samples in which selection biases may have occurred. |
| doi_str_mv | 10.2307/1126780 |
| format | Article |
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One hundred and fifty boys represented the poorest readers selected on the basis of four reading tests. The remaining 50 boys were controls matched for birth date and school placement and were drawn from the remaining readers. There were no differences in the lateralization of preferential hand and eye usage between the two groups. Significant differences were found in the level of right-left orientation. Confusion in right-left identification of own body parts in retarded readers was associated with the lowest scores on tests of sequential reading. Analysis of intellectual performance in the retarded readers indicated that disturbance in lateralization was more strongly associated with performance than with verbal IQ. The developmental course of the functions is considered, and the findings are compared with those found among samples in which selection biases may have occurred.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.2307/1126780</identifier><identifier>PMID: 14300076</identifier><language>eng</language><publisher>United States: University of Chicago Press</publisher><subject>Bodily awareness ; Child ; Children ; Dominance, Cerebral ; Dyslexia ; Functional Laterality ; Humans ; Intelligence quotient ; Intelligence Tests ; Ocular dominance ; Old Medline ; Orientation ; Pencils ; Reading ; Reading difficulties ; Reading tables ; Reading tests ; Statistical significance</subject><ispartof>Child development, 1965-03, Vol.36 (1), p.57-71</ispartof><rights>Copyright 1965 The Society for Research in Child Development, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c334t-ef56401b85f59aff718d66349f729b4a1740f3c8d7394dad84c8b668e2622d073</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/1126780$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/1126780$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27848,27903,27904,57995,58228</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/14300076$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Belmont, Lillian</creatorcontrib><creatorcontrib>Birch, Herbert G.</creatorcontrib><title>Lateral Dominance, Lateral Awareness, and Reading Disability</title><title>Child development</title><addtitle>Child Dev</addtitle><description>Lateral preferences for hand and eye and awareness of right-left relations were studied in an age-homogeneous sample of 200 boys selected from the total population of 9- and 10-year-old boys attending school in Aberdeen, Scotland. One hundred and fifty boys represented the poorest readers selected on the basis of four reading tests. The remaining 50 boys were controls matched for birth date and school placement and were drawn from the remaining readers. There were no differences in the lateralization of preferential hand and eye usage between the two groups. Significant differences were found in the level of right-left orientation. Confusion in right-left identification of own body parts in retarded readers was associated with the lowest scores on tests of sequential reading. Analysis of intellectual performance in the retarded readers indicated that disturbance in lateralization was more strongly associated with performance than with verbal IQ. The developmental course of the functions is considered, and the findings are compared with those found among samples in which selection biases may have occurred.</description><subject>Bodily awareness</subject><subject>Child</subject><subject>Children</subject><subject>Dominance, Cerebral</subject><subject>Dyslexia</subject><subject>Functional Laterality</subject><subject>Humans</subject><subject>Intelligence quotient</subject><subject>Intelligence Tests</subject><subject>Ocular dominance</subject><subject>Old Medline</subject><subject>Orientation</subject><subject>Pencils</subject><subject>Reading</subject><subject>Reading difficulties</subject><subject>Reading tables</subject><subject>Reading tests</subject><subject>Statistical significance</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1965</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>K30</sourceid><recordid>eNp10F1LwzAUBuAgiptT_AdSUPRm1Xw1H-DN2PyCgiB6XdImkY42nUmL7N8bWUUQvDqcw8PL4QXgFMFrTCC_QQgzLuAemCLKeCoYpvtgCiGUKZEYTsBRCOu4YibJIZggSuLC2RTc5qo3XjXJqmtrp1xl5snPafGpvHEmhHminE5ejNK1e09WdVBl3dT99hgcWNUEczLOGXi7v3tdPqb588PTcpGnFSG0T43NGIWoFJnNpLKWI6EZI1RajmVJFeIUWlIJzYmkWmlBK1EyJgxmGGvIyQxc7nI3vvsYTOiLtg6VaRrlTDeEQlCYEc5QhOd_4LobvIu_FQjLWArBOIvqaqcq34XgjS02vm6V3xYIFt91FmOdUZ6NeUPZGv3rxv4iuNiBdeg7_2_OFxoydvM</recordid><startdate>196503</startdate><enddate>196503</enddate><creator>Belmont, Lillian</creator><creator>Birch, Herbert G.</creator><general>University of Chicago Press</general><general>University of Chicago Press for the Society for Research in Child Development, etc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>FIXVA</scope><scope>FKUCP</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7X8</scope></search><sort><creationdate>196503</creationdate><title>Lateral Dominance, Lateral Awareness, and Reading Disability</title><author>Belmont, Lillian ; Birch, Herbert G.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c334t-ef56401b85f59aff718d66349f729b4a1740f3c8d7394dad84c8b668e2622d073</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1965</creationdate><topic>Bodily awareness</topic><topic>Child</topic><topic>Children</topic><topic>Dominance, Cerebral</topic><topic>Dyslexia</topic><topic>Functional Laterality</topic><topic>Humans</topic><topic>Intelligence quotient</topic><topic>Intelligence Tests</topic><topic>Ocular dominance</topic><topic>Old Medline</topic><topic>Orientation</topic><topic>Pencils</topic><topic>Reading</topic><topic>Reading difficulties</topic><topic>Reading tables</topic><topic>Reading tests</topic><topic>Statistical significance</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Belmont, Lillian</creatorcontrib><creatorcontrib>Birch, Herbert G.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 03</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - 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One hundred and fifty boys represented the poorest readers selected on the basis of four reading tests. The remaining 50 boys were controls matched for birth date and school placement and were drawn from the remaining readers. There were no differences in the lateralization of preferential hand and eye usage between the two groups. Significant differences were found in the level of right-left orientation. Confusion in right-left identification of own body parts in retarded readers was associated with the lowest scores on tests of sequential reading. Analysis of intellectual performance in the retarded readers indicated that disturbance in lateralization was more strongly associated with performance than with verbal IQ. The developmental course of the functions is considered, and the findings are compared with those found among samples in which selection biases may have occurred.</abstract><cop>United States</cop><pub>University of Chicago Press</pub><pmid>14300076</pmid><doi>10.2307/1126780</doi><tpages>15</tpages></addata></record> |
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| ispartof | Child development, 1965-03, Vol.36 (1), p.57-71 |
| issn | 0009-3920 1467-8624 |
| language | eng |
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| source | MEDLINE; Periodicals Index Online; Jstor Complete Legacy; Education Source |
| subjects | Bodily awareness Child Children Dominance, Cerebral Dyslexia Functional Laterality Humans Intelligence quotient Intelligence Tests Ocular dominance Old Medline Orientation Pencils Reading Reading difficulties Reading tables Reading tests Statistical significance |
| title | Lateral Dominance, Lateral Awareness, and Reading Disability |
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