Lateral Dominance and Reading Achievement in the Second Grade

them will tend to approach a word from the wrong direction. Monroe (1932) suggested that in moving the eyes to the right, as is required in reading, the left field of vision is obstructed by the bridge of the nose, and consequently the development of left-to-right eye movements may be more difficult for the left-eyed child. She also suggested that a child who has opposite eye-hand dominance may prefer different directional movements for eye and hand, and therefore find the complex hand-eye coordinations necessary in space perception difficult. Harris (1957) found mixed hand preference much more common in a clinical group of disabled readers than in the general school population. He suggested that this lack of consistent hand preference may be the result of a special maturational difficulty or slowness. Balow (1963), working with 302 first-grade children, studied the effect on three measures of reading achievement of these various types and degrees of hand and eye dominance, singly and in interaction: strong, moderate, and mixed hand dominance; normal, crossed, and mixed dominance; and directional confusion. He reasoned that if these characteristics are associated with reading disability, they are also associated with reading achievement in the first grade. Yet, he found no combination of hand dominance and eye dominance, hand-eye dominance and knowledge of right and left, or strength of dominance and knowledge of right and left significantly associated with reading achievement. The problem considered in this study is whether the dominance anomalies specified by Dearborn, Harris, and Monroe are significantly associated with reading achievement in the second grade

Academic achievement · Biology · Dominance (genetics · Linguistics · Mathematics education · Political science · Reading (process · Hemispheric Asymmetry in Neuroscience · Psychology · Reading and Literacy Development

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