The focused-attention dichotic listening technique was used to investigate auditory-linguistic and hemi-attentional asymmetries in reading-disabled (RD) and non reading-disabled (nonRD) children. Subjects were defined as RD according to a statistical formula which determined whether IQ and reading achievement scores were significantly discrepant. None of the subjects evidenced hyperactivity and attentional problems according to teacher ratings of behavior. Although both groups showed a right ear advantage (REA) for the consonant-vowel dichotic syllables under standard non-focused conditions, the RD group showed a weaker REA. When instructed to attend to the right side, the RD group accentuated their REA while the nonRD group did not. A ceiling effect was suggested as a possible reason for the nonRD group's lack of REA accentuation. When instructed to attend to the left ear, the nonRD group attenuated their REA, but the RD group did not. Based on the effects of the attentional instructions on the dichotic listening task and performance on other measures, the findings were interpreted as suggesting left hemisphere linguistic and right hemisphere hemi-attentional dysfunction in the RD group. / M.S.