Developmental and Psychological Differences between Readers and Nonreaders

Hunter, Edna J.; Johnson, Laverne C.

doi:10.1177/002221947100401006

Cited by 31 publications

(7 citation statements)

References 18 publications

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“…Studies which follow children only to first grade (the most common followup point) may, however, have different results from those that follow them up to a later stage. Some other studies support the finding that a poor birth history is not significantly associated with later reading disability (Hunter & Johnson, 1971;Ingram, Mason, & Blackburn, 1970;Lievens, 1974), although there may be an association with a more general learning disability (Colletti, 1979;Ingram et al, 1970).…”

Section: Valid and False Positivesmentioning

confidence: 82%

Improving the Prediction of Reading for the Individual Child

Badian

1986

J Learn Disabil

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In a follow-up of 208 boys, the 16 who scored low on a pre kindergarten screening battery, but were satisfactory readers four years later, were compared with 13 others, who were low on both prekindergarten and reading measures. All but two of the 16 good readers, but only one poor reader, were classified by criteria consisting mainly of biographical variables. Four sets of biographical and screening data, applied to the 179 boys who scored above the screening cutoff, identified 16 of 17 who became poor readers, but only one good reader. The four subgroups identified resembled subtypes of reading disability found by some researchers.

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Section: Valid and False Positivesmentioning

confidence: 82%

Improving the Prediction of Reading for the Individual Child

Badian

1986

J Learn Disabil

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“…FROM EARLY studies (Thomas, 1905) onwards, evidence has accumulated for the familial nature of reading problems (Orton, 1937;Norrie, 1939;Kagen, 1943;Drew, 1956;Kucera, Matejcek & Langmeier, 1963;Bettman, Stern, Whitsell & Gofman, 1967;Doehring, 1968;Michal-Smith, Morgenstern & Karp, 1970;Newton, 1970;Hunter & Johnson, 1971). A typical finding is that reported by Rutter, Tizard & Whitmore (1970), where 34% of children with specific reading retardation had a parent or sibling with a reading problem compared to 9% of a control group.…”

Section: Introductionmentioning

confidence: 99%

A Twin Study of Genetic Influences on Reading and Spelling Ability and Disability

Stevenson

Graham

Fredman

et al. 1987

Child Psychology Psychiatry

214

150

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The reading skills of 285 pairs of 13-year-old twins drawn from the general population were studied. The twins were independently tested using standardized measures of intelligence, reading and spelling ability. The genetic contribution to reading ability was assessed by examination of correlations in monozygotic (MZ) and same-sex dizygotic (DZ) twins, and by analysing differences between MZ and DZ twins in concordance of reading disability rates. The results suggested that, at this age, genetic factors play only a moderate role in general reading backwardness or specific reading retardation. However, when spelling ability was investigated, a heritability of 0.53 was obtained, increasing to 0.75 when intelligence was controlled. Strong genetic influences on spelling were also found when concordance rates for spelling disability were compared for MZ and DZ pairs.

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“…In either case, intermediate scores could refer either to genuine crossed laterality or to mixed laterality. In addition, studies that failed to report any measure of crossed laterality [13,[61][62][63][64][65][66][67][68][69][70][71][72][73][74] or that failed to explain how they categorized crossed lateral participants were excluded [75][76][77][78].…”

Section: Definition Of Crossed Lateralitymentioning

confidence: 99%

Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis

Ferrero¹,

West²,

Vadillo³

2017

Preprint

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Over the last century, sporadic research has suggested that people whose hand, eye, foot, or ear dominances are not consistently right- or left-sided are at special risk of suffering academic difficulties. This phenomenon is known as crossed laterality. Although the bulk of this research dates from 1960’s and 1970’s, crossed laterality is becoming increasingly popular in the area of school education, driving the creation of several interventions aimed at restoring or consolidating lateral dominance. However, the available evidence is fragmentary. To determine the impact of crossed laterality on academic achievement and intelligence, we conducted a systematic review and meta-analysis of articles published since 1900. The inclusion criteria for the review required that studies used one or more lateral preference tasks for at least two specific parts of the body; they included a valid measure of crossed laterality; they measured the impact of crossed laterality on academic achievement or intelligence; and they included participants between 3 and 17 years old. The final sample included 26 articles that covered a total population of 3578 children aged 5 to 12. Taken collectively, the results of these studies do not support the claim that there is a reliable association between crossed laterality and either academic achievement or intelligence. Along with this, we detected important shortcomings in the literature, such as considerable heterogeneity among the variables used to measure laterality and among the tasks utilized to measure the outcomes. The educational implications of these results are discussed.

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Developmental and Psychological Differences between Readers and Nonreaders

Cited by 31 publications

References 18 publications

Improving the Prediction of Reading for the Individual Child

Improving the Prediction of Reading for the Individual Child

A Twin Study of Genetic Influences on Reading and Spelling Ability and Disability

Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis

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