Manifestations of Cerebral Dominance and Reading Retardation in Primary-Grade Children

Koos, Eugenia M.

doi:10.1080/00221325.1964.10532549

Cited by 16 publications

(5 citation statements)

References 9 publications

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“…Mixed laterality as measured appears to be more common than generally supposed (35)(36)(37) percent in this study). The largest percentage of mixed laterals is right-handed left-eyed (87), as supported in other research studies (Harris, 1957;Koos, 1964;Flick, 1966;Ingram, 1975;Yen, 1975). It also suggests that clear lateral preference may not be established until the late elementary years, with about 8 percent of the subjects shifting preference in the three-year period.…”

Section: Discussionsupporting

confidence: 67%

“…The relationship between these perceptual motor functions and reading ability has been investigated by a number of researchers in the years following Orton's investigative work (Monroe, 1932;Zangwill, 1962;Koos, 1964;Flick, 1966;Silver and Hagin, 1967;Forness, 1970;Hunter and Johnson, 1971). A positive relationship was found between these perceptual motor functions and intellectual functioning.…”

Section: A Longitudinal Study Of Laterality Expression Andmentioning

confidence: 99%

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A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

Camp

1978

Home Economics Research Journal

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A three‐year longitudinal study conducted to assess the incidence of mixed laterality in elementary school children showed 37 percent of the 82 subjects followed had mixed laterality, with a higher rate for black subjects (45 percent), although this was not found to be statistically significant. There was a shift in laterality expression in 8 percent of the subjects over three years. A Teacher Rating Scale designed to evaluate perceptual motor levels and academic achievement was developed. No statistically significant relationship was found between mixed laterality and the variables of sex, race, age, and grade. Teacher rating showed a lower mean score for black subjects than for white subjects; however, as most of the black subjects were enrolled in one of the three schools participating in the study, other factors may have accounted for the lower teacher rating.

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Section: Discussionsupporting

confidence: 67%

Section: A Longitudinal Study Of Laterality Expression Andmentioning

confidence: 99%

A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

Camp

1978

Home Economics Research Journal

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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 – 74 ] or that failed to explain how they categorized crossed lateral participants were excluded [ 75 – 78 ].…”

Section: Methodsmentioning

confidence: 99%

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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“…Of 14 studies of reading ability, 13 reported no differences (Allison, 1966;Balow, 1963;Balow & Balow, 1964;Coleman & Deutsch, 1964;W. F. Dearborn, 1931;Gilkey & Parr, 1944;Hildreth, 1934;Koos, 1964;Sabatino & Becker, 1971;Wittenborn, 1946;Witty & Kopel, 1936;Wolfe, 1941aWolfe, , 1941bWoody & Phillips, 1934), and 1 found the left-handed to be superior (M. M. W. Jones, 1944). In two studies of academic achievement, one found no difference (Sabatino & Becker, 1971), and the other (Gilbert, 1973) found the strongly left-handed to do less well on a college entrance examination.…”

Section: Handedness and Deficitmentioning

confidence: 99%

Left-handedness.

Hardyck¹,

Petrinovich²

1977

Psychological Bulletin

518

192

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The phenomenon of left-handedness is reviewed from prehistoric man through contemporary studies of lateralization of cerebral function. The following conclusions seem warranted: Handedness is most appropriately regarded as a continuum ranging from strong right-handedness across mixed-handedness to strong left-handedness. Left-handedness, ranging from moderate through strongly lefthanded, is found in approximately 10% of the population. Evidence for a genetic basis of handedness remains positive, but with no direct link established. There is remarkably little evidence for any association of left-handedness with deficit, as has often been suggested. The familial left-handed show greater recovery of functioning following unilateral cerebral insult than do nonfamilial right-handed and nonfamilial left-handed. Both behavioral and clinical lesion studies indicate systematic differences in lateralization of cerebral function between the right-and left-handed and the familial and nonfamilial left-handed. A classification of handedness and lateralization of cerebral function is suggested, with the right-handed with no family history of left-handedness being the most strongly lateralized and the left-handed with a positive family history of left-handedness showing bilateral localization of functions. The left-handed with no family history of left-handedness are classified as identical in cerebral lateralization with the right-handed with no family history of left-handedness. The possibilities exist that bilaterality of cerebral functioning is either stable in the human race or is changing at an extremely slow rate.In the Old Testament, in the Book of Lord's left hand, what part, if any, it played Psalms (Joint Committee on the New Trans-in the creation of the heavens, and who is lation of the Bible, 1970), the statement is held in the left hand. However, in the New made that the Lord's "right hand is full of Testament, the Book of Matthew (Joint righteousness" (48:10); in the Book of Isaiah, Committee, 1970) provides some fairly specific that his "right hand shall spread out the information on the fate of those individuals heavens" (48:13); and again in Psalms, that at the left hand: his "right hand shall hold me" (139:10). c . ,. , , "",, /-\u rn i i.-j -c. When the Son of Man comes in his glory and allThe Old Testament provides no specific the angels with ^ he will sit in gtate * n 4 thronC| information as to what is contained in the w ; t h all the nations gathered before him. He will separate men into two groups, as a shepherd separates the sheep from the goats and he will place the sheep This work was supported in part by , funds from on his right hand and the goats on his left. Then the Spencer Foundation and from the Committee on the king will say to those on his right hand, "You

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Manifestations of Cerebral Dominance and Reading Retardation in Primary-Grade Children

Cited by 16 publications

References 9 publications

A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

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

Left-handedness.

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