Lateral eye movement and handedness as measures of functional brain asymmetry in learning disability.

Evidence is presented which suggests that learning disability is related to lateral asymmetry. Significant differences were found in lateral eye movement and handedness between a learning disabled group and a control group of normal learners. Left lateral eye movement and right handedness was the predominant pattern exhibited in learning disability. These results support Day's notion that left lateral eye movement is associated with educational difficulties. They also provide evidence concerning Orton's hypothesis that mixed cerebral dominance characterizes the learning disabled.