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Hemispheric laterality for spatial analysis in children with reading problems.

S Grogan

    Perceptual and Motor Skills
    |October 1, 1986
    PubMed
    Summary
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    Poor readers exhibit reduced tactile-spatial processing lateralisation. Unlike controls, underachieving readers showed no left-hand advantage for shape recognition, supporting theories of atypical brain lateralisation in reading difficulties.

    Area of Science:

    • Neuroscience
    • Developmental Psychology
    • Cognitive Science

    Background:

    • Handedness and brain lateralisation are crucial for cognitive functions.
    • Reading underachievement in children is often associated with neurological differences.
    • Tactile-spatial perception involves processing information through touch and spatial awareness.

    Purpose of the Study:

    • To investigate differences in tactile-spatial perception lateralisation between underachieving readers and controls.
    • To examine the relationship between reading ability and the brain's lateralisation for processing spatial information via touch.

    Main Methods:

    • A study involving 42 boys aged 10-15, divided into underachieving readers and matched controls.
    • Assessed tactile-spatial perception by having participants actively feel shapes with their left or right hand.

    Related Experiment Videos

  • Measured performance in recognising shapes presented visually after tactile exploration.

    • Main Results:

    • Control group demonstrated a significant left-hand advantage in shape recognition after tactile exploration.
    • No significant difference in performance was observed between left- and right-hand scores in the poor reader group.
    • These findings suggest reduced lateralisation for tactile-spatial processing in underachieving readers.

    Conclusions:

    • Underachieving readers show diminished lateralisation for tactile-spatial perception compared to average readers.
    • This supports existing theories linking atypical brain lateralisation to reading difficulties.
    • Further research into neurodevelopmental aspects of reading is warranted.