This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Stellern, J. Articles by Bayne, M. Search for Related Content PubMed PubMed Citation Articles by Stellern, J. Articles by Bayne, M. Social Bookmarking                         What's this?

A Dual-Task Investigation of Language-Spatial Lateralization

John Stellern is a diplomate of the American Board of Professional Psychology in school psychology, and a professor of special education at the University of Wyoming. He is interested in the relationship between brain organization and learning/behavior problems. Address: Dr. John Stellern, Special Education, PO Box 3374 University Station, University of Wyoming, Laramie, WY 82071.

James Collins

James Collins is a professor of education at the University of Wyoming, and is interested in statistics and research methodology.

Mina Bayne

Mina Bayne is an associate professor of education at the University of Wyoming, and the Director of the University Laboratory School.

This study investigated the language-spatial lateralization of 76 right-handed regular education students by means of the dual-task model and psychoeducational techniques. As a total group, the subjects had normal left hemisphere language and right hemisphere spatial lateralization (L-R). However, further analysis revealed lateralization subgroups, with the "good" students having normal L-R lateralization but the "poor" students having nonnormal L-L, R-R, or R-L lateralization. Also, correlation results indicated that as academic achievement scores went down, behavior problems went up, as did nonnormal brain organization. The authors postulate a causal relationship between the nonnormal brain organization and poor academic achievement. The authors suggest that the poor students of this study meet the Public Law 94-142 definition of learning disabilities, and conclude that a substantial number of non-handicapped slow learners may in fact be learning disabled and eligible for special education help.

Journal of Learning Disabilities, Vol. 20, No. 9, 551-556 (1987)
DOI: 10.1177/002221948702000907


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?