Hemispheric Laterality for Spatial Analysis in Children with Reading Problems

1986 ◽  
Vol 63 (2) ◽  
pp. 537-538 ◽  
Author(s):  
Sarah Grogan

Lateralisation for tactile-spatial perception was studied in 21 10- to 15-yr.-old boys of average intelligence who were underachieving in reading and 21 matched controls. Controls showed a significant advantage at recognising shapes on a visual display when they had been actively felt with the left hand. There was no difference between left- and right-hand scores in the poor readers. This supports Witelson's (1977) finding that poor readers are less lateralised for spatial-processing than are average readers.

1986 ◽  
Vol 63 (3) ◽  
pp. 1265-1266 ◽  
Author(s):  
Sarah Grogan

Specialisation for verbal-sequential analysis in ‘dyslexics’, poor readers and matched adequate readers was investigated. Groups did not differ on degree of right-ear advantage on the dichotic digits task, suggesting that the poor readers processed digits in the left hemisphere in a similar way to children who read normally. Th results cast doubt on theories that ‘dyslexia’ is related to incomplete lateralisation for verbal analysis.


2008 ◽  
Vol 20 (1-2) ◽  
pp. 55-60 ◽  
Author(s):  
Jonathan T. Kleinman ◽  
Amitabh Gupta

Spatial processing is lateralized: the right hemisphere is optimized for perceiving global aspects of space (“seeing the forest”), while the left hemisphere specializes in perceiving local aspects of space (“seeing the trees”). However, less is known about how the information is shared across the hemispheres and which areas within the corpus callosum are required for transferring and integrating visuospatial information. Here, we report a 60 year old woman with a mass lesion in the splenium of the corpus callosum who demonstrated visuospatial processing deficits that were out-of-proportion to the rest of her neurological examination. Remarkably, in the Rey-Osterrieth Complex figure task, she copied with her left hand the outlines of the figure (global aspects), whereas with her right hand she drew the details of that figure (local aspects). While hemispheric lesions have demonstrated single dissociations of spatial processing, these results indicate that a lesion in the corpus callosum can produce a double dissociation for high-level spatial tasks, as local and global spatial perception are further dissociated with handedness. Interestingly, as little as the posterior third of the corpus callosum is required for proper visuospatial information transfer and integration, which provides important insight into the interhemispheric functional anatomy that underlies visuospatial perception.


2020 ◽  
Author(s):  
Yash R. Wani ◽  
Silvia Convento ◽  
Jeffrey M Yau

Vision and touch interact in spatial perception. How vision exerts online influences on tactile spatial perception is well-appreciated, but far less is known about how vision modulates tactile perception offline. Here, we investigated how visual cues exert both online and offline biases in bimanual tactile spatial perception. In a series of experiments, participants performed a 4-alternative forced-choice tactile detection task in which they reported the perception of peri-threshold taps on the left hand, right hand, both hands, or no touch (LRBN). Participants initially performed the LRBN task in the absence of visual cues. Subsequently, participants performed the LRBN task in blocks comprising non-informative visual cues that were presented on the left and right hands. To explore the effect of distractor salience on the visuo-tactile spatial interactions, we varied the brightness of the visual cues such that visual stimuli associated with one hand were consistently brighter than visual stimuli associated with the other hand. We found that participants performed the tactile detection task in an unbiased manner in the absence of visual distractors. Visual cues biased tactile performance, despite an instruction to ignore vision, and these online effects tended to be larger with brighter distractors. Moreover, tactile performance was biased toward the side of the brighter visual cues even on trials when no visual cues were presented during the visuo-tactile block. Using a modeling framework based on signal detection theory, we compared a number of alternative models to recapitulate the behavioral results and to link the visual influences on touch to sensitivity and criterion changes. Our collective results reveal the obligatory and systematic influences of vision on both online and offline tactile spatial perception. The nervous system appears to automatically leverage multiple sensory modalities to build representations and calibrate decision processes for bimanual tactile spatial perception.


1979 ◽  
Vol 11 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Mark Grabe ◽  
Walt Prentice

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.


1988 ◽  
Vol 4 (1) ◽  
pp. 61-70
Author(s):  
Corrinne A. Wiss ◽  
Wendy Burnett

The Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982) is a widely used method for screening and defining reading problems at the level of the word. In order to apply this method in another language, in this case French, criteria for determining what constitutes a good phonetic equivalent for a misspelled word are required. It is essential to know which errors differentiate good and poor readers since errors that are commonly made by good readers are not diagnostic. This paper reports guidelines which have been developed by analyzing spelling errors in a sample of good and poor French immersion readers. These criteria for good phonetic equivalents can be applied, along with the method outlined in the Boder test manual, and used as an assessment tool for screening decoding and encoding problems in French immersion children. When used in conjunction with the English test, the assessment provides bilingual comparisons and guidelines for remedial programming.


1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.


2001 ◽  
Vol 32 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Ignacio Valencia ◽  
Gloria B. McAnulty ◽  
Deborah P. Waber ◽  
Frank H. Duffy

Our previous study demonstrated a physiologic deficit in two-tone discrimination in poor readers. 1 This was specific to the left parietal area suggesting that poor readers handled rapid tones differently. The current paper extends this finding in the same population, demonstrating that poor readers also have difficulty with phonemic discrimination. Long latency auditory evoked potentials (AEP) were formed using a phonemic discrimination task in a group of children with reading disabilities and controls. Measuring peak-to-peak amplitude of the waveforms, we found reduced N1-P2 amplitude in the Poor Reader group. Using the t-statistic significance probability map (SPM) technique, we also found a group difference, maximal over the mid-parietal area, from 584 msec to 626 msec after the stimulus onset. This difference was due to a lower amplitude on the Poor Reader group. We hypothesized that this late difference constitutes a P3 response and that the Poor Reader group generated smaller P3 waves. These auditory evoked response (AER) data support a discrimination deficit for close phonemes in the Poor Reader group as they had smaller N1-P2 absolute amplitude and developed smaller P3 waves. Based on these data we should be able to differentiate between Good and Poor readers based on long latency potentials created from phonemic stimuli.


1979 ◽  
Vol 49 (3) ◽  
pp. 867-870
Author(s):  
Allan L. Combs ◽  
Dana A. Beezley ◽  
Gary M. Prater ◽  
Gerald F. Henning ◽  
Rhonda F. Cottrell

Among a group of 12 persons selected for the ability to write with ease with either hand, none were found to write using a hooked hand posture with either the right or left hand. Tests of verbal and manipulospatial ability indicated a normal balance of these two types of abilities, usually associated with the left and right hemispheres. Findings are discussed in terms of implications for cerebral organization and hand position in writing.


1972 ◽  
Vol 5 (9) ◽  
pp. 545-551 ◽  
Author(s):  
Joanna Sullivan

The present study is concerned with the effects of Kephart's perceptual-motor training procedures upon the reading performance of poor readers in a reading clinic population with average and above average intelligence. The study was conducted during a six-week summer session. This study also compares the effectiveness of training upon the reading performance of children with binocular fusion difficulties and those having no visual defects. Subjects were of average and above average intelligence in school grades 4 to 12. There were 41 subjects in each group, experimental and control, matched for age grade, IQ, and reading performance. All pupils received two hours of reading instruction daily. Experimental pupils received three types of perceptual-motor training for a half hour daily for six weeks: chalkboard training consisting of four tracing exercises in balance, laterality, and directionality. Results showed that perceptual-motor training had no effect upon reading comprehension of poor readers, yet effects upon oral reading were close to significant (.10 > p >.05). Kephart's perceptual-motor exercises did not improve the reading performance of children with binocular fusion difficulties.


1937 ◽  
Vol 26 (6) ◽  
pp. 508
Author(s):  
W. Wilbur Hatfield ◽  
Emmett Albert Betts ◽  
James Maurice McCallister
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