Interhemispheric balance patterns detected by selective phonemic dichotic laterality measures in four clinical subtypes of reading-disabled children.

Identifying disabilities in word-attack, word-recognition, or reading comprehension, allowed for four categories of reading disability: (1) reading comprehension only (RC), (2) word-attack plus comprehension (WA+RC), (3) word-attack, word-recognition, and comprehension (WA+WR+RC), and (4) word-attack but not comprehension (WA-RC). Along with age-matched controls (AMC) and developmental-delay controls (DDC), the disabled were tested on a directed-attention dichotic task using consonant-vowel combinations. Laterality results for each place of articulation (i.e., bilabial, alveolar, and velar) selectively attested to greater left hemisphere involvement or engagement for the RC group and greater right hemisphere involvement or engagement for the WA+RC group. Performance of the other two disabled groups was consistent with less efficient right hemisphere involvement or callosal transfer. Implications for theory, research, and remediation are discussed.