Dyslexia and Handedness: Developmental Phonological and Surface Dyslexias are Associated with Different Biases for Handedness

Annett, Marian

doi:10.2466/10.19.24.pms.112.2.417-425

Cited by 17 publications

(18 citation statements)

References 28 publications

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“…The lack of strong evidence in favour of a relationship between crossed laterality and academic achievement calls into question the fact that educational psychologists spend time measuring crossed laterality and, even more, that crossed laterality should be the object of direct intervention to ameliorate learning disabilities. These results, in turn, echo the voices that have been raised previously against evaluations and interventions of this kind [ 49 , 86 , 88 ]. At present, there is no solid evidence that justifies the adoption of interventions addressed at treating laterality by education practitioners, let alone the use of them as a replacement for evidence-based interventions directly aimed at the target difficulties.…”

Section: Discussionsupporting

confidence: 81%

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

2017

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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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Section: Discussionsupporting

confidence: 81%

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

2017

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“…Κουφάκη, 2014. Μελλοντικά, η έρευνα του διαφορετικού εγκεφαλικού προτύπου που πιθανόν να μοιράζονται τα ατομα με διαφορετικού τύπου αναγνωστικές δυσκολίες θα συνεισφέρει στη δημιουργία διαφορετικών εκπαιδευτικών παρεμβάσεων, που να είναι σύμφωνες με τις ατομικές ιδιαιτερότητες του κάθε ατόμου με δυσλεξία (Annett, 2011. Gabrielli, 2009.…”

Section: δυσλεξία και εγκεφαλική ασυμμετρία U 387unclassified

Δυσλεξία Και Εγκεφαλική Ασυμμετρία: Ανασκόπηση Μελετών Ανατομικής Και Λειτουργικής Απεικόνισης

Κουφάκη¹,

Παστου²

2020

Psychology

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Developmental dyslexia is a learning disorder that is marked by reading achievement that falls substantially below that expected given the individual's chronological age, measured intelligence, and age-appropriate education (ICD-10, WHO, 1993). It is estimated to affect 5-17% of the student population. It is a disorder that is neurological in nature (Habib, 2000. Σίμος, Μουζάκη, & Παπανικολάου, 2004), but which requires educational intervention. Recently, there has been considerable progress in the investigation of the neurobiological underpinnings of dyslexia. Yet, even today Orton’s 1925 hypothesis, postulating that individuals with dyslexia have not adequately developedthe typical left cerebral lateralization for language and are symmetrical or right-hemispheric dominant for language, remains timely and is under investigation. The present narrative review presents research studies that have investigated the inadequate lateralization hypothesis using anatomical and functional brain imaging. Findings show, for the largest part, that individuals with dyslexia do indeed show anatomical and functional differences in the language networks of the left hemisphere, compared to typical readers. In conclusion, inadequate lateralization is an important neurobiological factor for the development of dyslexia, albeit it is not the only one.

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“…Annett recommended population screenings for the RS factor, grounded in these theoretical considerations and in her sympathy for the hardships that supposedly accompanied certain kinds of laterality, including her left-handed son’s marginalization in school because his verbal development was ‘a little bit slower’. 13 In Annett’s view, the early identification of homozygous carriers and non-carriers of the RS factor would allow for targeted pedagogical or psychiatric interventions (Annett, 1996b, 2011; Annett and Kilshaw, 1984). In advocating this, Annett reinforced the RS model’s tendency to create a genetic typology of personalities and cognitive types.…”

Section: Annett’s Theorymentioning

confidence: 99%

“…Sociologist Troy Duster (2003) similarly argued that even benevolent recourses to risk and susceptibility opened the ‘backdoor’ to neo-eugenic practices. Annett’s suggestion to screen for the RS factor defied these cautious warnings (Annett, 1996b, 2011; Annett and Kilshaw, 1984).…”

Section: Hierarchical Orders and Gendered Origin Storiesmentioning

confidence: 99%

An even-handed debate? The sexed/gendered controversy over laterality genes in British psychology, 1970s–1990s

Cornel

2020

History of the Human Sciences

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This article provides insight into the entwinement of the allegedly neutral category of handedness with questions of sex/gender, reproduction, dis/ability, and scientific authority. In the 1860s, Paul Broca suggested that the speech centre sat in the left brain hemisphere in most humans, and that right-handedness stemmed from this asymmetry. One century later, British psychologists Marian Annett and Chris McManus proposed biologically unconfirmed theories of how handedness and brain asymmetry were passed on in families. Their idea to integrate chance into genetic models of handedness was novel, and so was their use of computerized statistics to parse out the incidence of handedness genotypes and phenotypes. Notwithstanding significant conceptual and methodological overlaps, McManus and Annett did not collaborate and proposed competing theories. I analyse the sexed/gendered dimensions of their controversy by drawing on published literature, unpublished documents, and oral history interviews. I first attend to the epistemological importance of sex/gender. Both psychologists published several iterations of their models, which increasingly relied on questions of sex/gender and reproduction. Annett additionally linked handedness with stereotypically gendered cognitive abilities. Second, I argue that using masculine-coded computer technologies contributed to Annett’s professional marginalization whereas similar methods endowed McManus with surplus authority. Finally, I show that Annett’s complicity in stabilizing sociocultural hierarchies within her theory mirrored her personal experience of marginalization based on sex/gender, age, education, and lack of institutional affiliation. This analysis exemplifies the entanglement of cognitive and social factors in scientific controversies and adds to the literature on 20th-century British women psychologists.

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Dyslexia and Handedness: Developmental Phonological and Surface Dyslexias are Associated with Different Biases for Handedness

Cited by 17 publications

References 28 publications

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

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

Δυσλεξία Και Εγκεφαλική Ασυμμετρία: Ανασκόπηση Μελετών Ανατομικής Και Λειτουργικής Απεικόνισης

An even-handed debate? The sexed/gendered controversy over laterality genes in British psychology, 1970s–1990s

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