Left ear dichotic listening performance on consonant-vowel combinations and digits in subtypes of reading-disabled children

Dichotic listening performance using CV pairs was investigated in a group of 30 children, 15 good readers and 15 poor readers, aged 10–13 years. The results indicate that the poor readers did not demonstrate atypical laterality or phonetic processing effects, although there was significant difference in their ability to identify both items on dichotic trials correctly. However, when the same stimuli were presented monotically, there was no difference in the performance of the groups. Additional testing indicated that the poor performance for the double-correct response class was also demonstrated in conditions where the dichotic stimuli were separated by as much as 500 and 1000 msec. These results support previous findings that reading-disabled children exhibit a deficit in their capacity to process two items on dichotic tasks. The implications of these results are discussed in terms of both neurological and auditory processing interpretations, and it is suggested that dichotic tasks are useful for investigating auditory processing problems in reading-disabled children.

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Televised classroom events as distractors for reading-disabled children

Journal of Abnormal Child Psychology ◽

10.1007/bf00916840 ◽

1981 ◽

Vol 9 (3) ◽

pp. 355-370 ◽

Cited By ~ 8

Author(s):

James E. Patton ◽

Donald K. Routh ◽

Stuart I. Offenbach

Keyword(s):

Disabled Children ◽

Reading Disabled

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Development of cerebral dominance: Dichotic listening asymmetry in normal and learning-disabled children

Journal of Experimental Child Psychology ◽

10.1016/0022-0965(79)90074-2 ◽

1979 ◽

Vol 28 (3) ◽

pp. 445-454 ◽

Cited By ~ 64

Author(s):

George W Hynd ◽

John E Obrzut ◽

Wendy Weed ◽

Cynthia R Hynd

Keyword(s):

Dichotic Listening ◽

Learning Disabled ◽

Cerebral Dominance ◽

Disabled Children

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Event-Related Brain Potentials in Reading Disabled Children during an Inverse Serial Digit Detection Task

Clinical EEG and Neuroscience ◽

10.1177/155005940803900114 ◽

2008 ◽

Vol 39 (1) ◽

pp. 50-56 ◽

Cited By ~ 1

Author(s):

Fabiola R. Gómez-Velázquez ◽

Andrés A. González-Garrido ◽

Daniel Zarabozo ◽

J. L. Oropeza de Alba

Keyword(s):

Detection Task ◽

Disabled Children ◽

Brain Potentials ◽

Reading Disabled

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Defense of the syntactic deficit hypothesis: A reply to Goodluck

Applied Psycholinguistics ◽

10.1017/s0142716400006111 ◽

1985 ◽

Vol 6 (2) ◽

pp. 191-193

Author(s):

Cecile L. Stein ◽

Edgar B. Zurif ◽

Helen S. Cairns

Keyword(s):

Sentence Comprehension ◽

Disabled Children ◽

Theoretical Issues ◽

Reading Disabled

At the outset we wish to thank the editors of Applied Psycholinguistics for inviting us to reply to Goodluck's criticisms of our paper, “Sentence Comprehension Limitations Related to Syntactic Deficits in Reading Disabled Children” (Vol. 5, No. 4). Our response can be summarized in two points: First, the theoretical questions raised by Goodluck are largely unresolved and premature. Second, and most important, is the point that however the theoretical issues are ultimately resolved, one of the basic conclusions of the Stein, Cairns, and Zurif article remains unassailed – viz., that the interpretation of temporal complement constructions in English reveals a deficit in the grammatical System of some reading disabled children. This note will bear an organization analogous to that of Goodluck.

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