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Academic Achievement and Attention-Deficit/Hyperactivity Disorder in Children with Left-or Right-Hemisphere Dysfunction

Walter B. Branch completed his PhD at the University of Georgia and an internship in child neuropsychology at the Medical College of Georgia. He is now in private practice in Savannah, Georgia.

Morris J. Cohen

Morris J. Cohen is an associate professor in the Department of Neurology, Pediatrics, and Psychiatry and the director of the Child Neuropsychology Service at the Medical College of Georgia. His research has focused on the neuropsychological basis of learning and memory problems in children and adolescents with neurological disorders and learning disabilities/ADHD.

George W Hynd

George W. Hynd is a research professor of special education and psychology and director of the Center for Clinical and Developmental Neuropsychology at the University of Georgia. His research has focused on the neuropsychological basis of child and adolescent learning and behavior disorders. Address: Morris J. Cohen, Section of Child Neurology, CJ 210, Medical College of Georgia, Augusta, GA 30912.

The neuropsychological investigation of learning disabilities has contributed much toward a more complete understanding of how the hemispheres are functionally organized and how differences in this functional organization may affect differential patterns of learning and behavior. It has been suggested that right-hemisphere dysfunction increases the likelihood of difficulty with attention/concentration and of overactive behavior, and interferes with arithmetic calculation more readily than reading and spelling. The present study examined the influence of right-versus left-hemisphere neuropsychological dysfunction on academic achievement and attention using two groups of children with learning disabilities and a group of nondisabled children. Results provide limited support for the hypothesis that the right hemisphere subserves attention and concentration. No support was found for the hypothesis that right-hemisphere deficits are more frequently associated with deficient arithmetic calculation, as opposed to reading and spelling performance. Results are discussed in the context of previous research on right-hemisphere dysfunction and learning disabilities.

Journal of Learning Disabilities, Vol. 28, No. 1, 35-43 (1995)
DOI: 10.1177/002221949502800106


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