Hemispheric Lateralisation for Verbal Analysis: Do Children with Reading Problems Differ from Controls?

1986 ◽  
Vol 63 (3) ◽  
pp. 1265-1266 ◽  
Author(s):  
Sarah Grogan
Keyword(s):  
Left Hemisphere ◽  
Sequential Analysis ◽  
Poor Readers ◽  
Reading Problems ◽  
The Poor ◽  
Cast Doubt ◽  
Ear Advantage ◽  
Right Ear Advantage ◽  
Verbal Analysis

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.

Hemispheric Laterality for Spatial Analysis in Children with Reading Problems

1986 ◽  
Vol 63 (2) ◽  
pp. 537-538 ◽  
Author(s):  
Sarah Grogan
Keyword(s):  
Spatial Perception ◽  
Visual Display ◽  
Spatial Processing ◽  
Poor Readers ◽  
Reading Problems ◽  
Left Hand ◽  
The Poor ◽  
Average Intelligence ◽  
Left And Right ◽  
Average Readers

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.

Dichotic Listening to Temporal Tonal Stimuli by Good and Poor Readers

1997 ◽  
Vol 84 (2) ◽  
pp. 467-473 ◽  
Author(s):  
Sarah Harel ◽  
Israel Nachson
Keyword(s):  
Reading Disability ◽  
Reading Ability ◽  
Poor Readers ◽  
Hemispheric Dominance ◽  
Poor Reading ◽  
Ear Advantage ◽  
Temporal Stimuli ◽  
Right Ear Advantage ◽  
Good And Poor Readers ◽  
Tonal Stimuli

The hypothesis that reading disability is associated with impairment in the lateralization of temporal stimuli was tested by presenting 123 good- and poor-reading boys (Grades 4 through 6) with dichotic sets of temporal and nontemporal tonal stimuli for recognition. Reading ability was assessed by measuring proficiency in reading consonants, vowels, words, sentences and short stories. On the tone test, good readers showed a right-ear advantage in reporting the temporal stimuli, and a left-ear advantage in reporting the nontemporal stimuli. Poor readers showed the reversed pattern of response. Since right-ear advantage in report of given stimuli indicates left-hemispheric dominance for processing those stimuli, the data seem to suggest a link between reading disability and left-hemispheric dysfunction in processing temporal stimuli.

Toward solving the inferential problem in laterality research: Effects of increased reliability on the validity of the dichotic listening right-ear advantage

2000 ◽  
Vol 6 (5) ◽  
pp. 539-547 ◽  
Author(s):  
MERRILL HISCOCK ◽  
LYNNE C. COLE ◽  
JAMES G. BENTHALL ◽  
VICTORIA L. CARLSON ◽  
JEANNIE M. RICKETTS
Keyword(s):  
General Population ◽  
Classification Accuracy ◽  
Dichotic Listening ◽  
Difference Score ◽  
Difference Scores ◽  
The Poor ◽  
Ear Advantage ◽  
Right Ear Advantage ◽  
The Right ◽  
Laterality Task

As noted by Satz, the prevalence of lateralized language in the general population is underestimated substantially by the proportion of people who show the typical asymmetry on a laterality task. In a series of two dichotic listening experiments with a total of 171 right-handers and 170 left-handers, we tested the hypothesis that increased reliability of measurement will lead to increased classification accuracy. Experiment 1 showed that neither the frequency nor magnitude of the right-ear advantage (REA) for fused rhyming words increased as the number of trials increased from 120 to 480. Ear-difference scores were highly reliable (r = .85), even when based on 120 trials. Experiment 2, which involved lists of dichotic word pairs, yielded similar results. Even though retest reliability of the ear-difference score for 132 word pairs was only .45, neither the incidence nor strength of the REA increased significantly when the number of pairs was increased to 528. The results indicate that the poor classification accuracy of dichotic listening tasks cannot be attributed to unreliability. (JINS, 2000, 6, 539–547.)

scholarly journals “The Dichotic Digit Test” as an Index Indicator for Hearing Problem in Dementia: Systematic Review and Meta-Analysis

2020 ◽  
Author(s):  
Nattawan Utoomprurkporn ◽  
Chris J.D. Hardy ◽  
Joshua Stott ◽  
Sergi G. Costafreda ◽  
Jason Warren ◽  
...  
Keyword(s):  
Systematic Review ◽  
Cognitive Impairment ◽  
Speech Processing ◽  
Test Performance ◽  
Meta Analysis ◽  
Control Group ◽  
People With Dementia ◽  
Ear Advantage ◽  
Right Ear Advantage ◽  
Dementia Onset

Abstract Background Patients with dementia commonly have problems processing speech in the presence of competing background speech or noise. This difficulty can be present from the very early stages of dementia, and may be a preclinical feature of Alzheimer's disease. Purpose This study investigates whether people with dementia perform worse on the dichotic digit test (DDT), an experimental probe of speech processing in the presence of competing speech, and whether test performance may predict dementia onset. Research Design Systematic review and meta-analysis. Data Collection and Analysis A literature search was conducted in Medline, Embase, Scopus, and Psycinfo. We included (1) studies that included people with a diagnosis of dementia and a healthy control group with no cognitive impairment; (2) studies that reported results from a DDT in a free-recall response task; and (3) studies that had the dichotic digit mean correct percentage score or right-ear advantage, as outcome measurements. Results People with dementia had a lower DDT total score, with a pooled mean difference of 18.6% (95% confidence interval [CI]: 21.2–15.9). Patients with dementia had an increased right-ear advantage relative to controls with a pooled difference of 24.4% (95% CI: 21.8–27.0). Conclusion The DDT total scores are lower and the right-ear advantage increased in cognitively impaired versus normal control participants. The findings also suggest that the reduction of dichotic digit total score and increase of right-ear advantage progress as cognitive impairment increases. Whether abnormalities in dichotic digit scores could predict subsequent dementia onset should be examined in further longitudinal studies.

The Impact of Reading Competence on the Ability to Take a Perspective

1979 ◽  
Vol 11 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Mark Grabe ◽  
Walt Prentice
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Significant Interaction ◽  
Poor Readers ◽  
Vocabulary Test ◽  
Control Groups ◽  
Good Readers ◽  
Reading Competence ◽  
The Poor ◽  
The Impact

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.

The Application of the Boder Test of Reading-Spelling Patterns To the Assessment of Learning Disabilities in French Immersion Poor Readers

1988 ◽  
Vol 4 (1) ◽  
pp. 61-70
Author(s):  
Corrinne A. Wiss ◽  
Wendy Burnett
Keyword(s):  
Learning Disabilities ◽  
Assessment Tool ◽  
French Immersion ◽  
Poor Readers ◽  
Reading Problems ◽  
Good Readers ◽  
Spelling Errors ◽  
Assessment Of Learning ◽  
Good And Poor Readers

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.

The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

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.

Planum temporale asymmetry and ear advantage in dichotic listening in developmental dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD)

2002 ◽  
Vol 8 (1) ◽  
pp. 22-36 ◽  
Author(s):  
LORI M. FOSTER ◽  
GEORGE W. HYND ◽  
ALLISON E. MORGAN ◽  
KENNETH HUGDAHL
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Normal Control ◽  
Developmental Dyslexia ◽  
Attention Deficit ◽  
Dichotic Listening ◽  
Planum Temporale ◽  
Hyperactivity Disorder ◽  
Ear Advantage ◽  
Right Ear Advantage ◽  
Auditory Association Cortex

The planum temporale is clearly involved in language processing, for it serves as the auditory association cortex. Research has consistently demonstrated that 60 to 70% of the population has leftward asymmetry of the planum temporale. Research has also suggested that dyslexic individuals tend to have either rightward asymmetry or symmetrical plana. Moreover, many studies have found a relationship between the presence of dyslexia and/or language impairment and deficits in the normal right ear advantage found in dichotic listening paradigms. In this context, this study examined the relationship between planum temporale asymmetry and ear preference in dichotic listening performance in children with Developmental Dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD). Subjects included 19 children with dyslexia (10 of whom had a comorbid diagnosis of ADHD), 23 children with ADHD, and 12 diagnosed normal control children. Dichotic listening data were not collected for 8 of the 12 normal control children and for 3 of the 23 ADHD children. Results revealed no significant difference between ADHD and dyslexic subjects in regard to ear advantage on the free recall dichotic listening task. In addition, although the directed dichotic listening tasks were not related to degree of planum asymmetry, as predicted, results indicated that subjects who consistently displayed an atypical left ear advantage tended to have larger right bank lengths than those who consistently displayed a typical right ear advantage. These findings support the notion that some individuals with dyslexia or language deficits tend to have a larger right planum temporale and that performance on dichotic listening tasks may reflect this relatively unusual pattern. (JINS, 2002, 8, 22–36.)

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