No description available.

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The purpose of this study was to investigate the relationship between mixed eye-hand dominance and letter/word reversals in learning disabled and normal readers. Previous research had shown links between mixed dominance and reading disabilities, especially those disabilities related to visuo-spatial deficits. However, due to the different approaches to conceptualizing lateral preferences, the wide variety of methods used to assess laterality, and the heterogeneity of subjects exhibiting reading disabilities, many studies have been contradictory and inconclusive. This study was designed to: assess laterality on a continuum, investigate the specific area of mixed eye-hand dominance, and determine if there is a statistically significant relationship between the degree of mixed dominance and the specific reading problem of letter and word reversals.The research sample consisted of 53 learning disabled males and 44 males from regular education classrooms, randomly selected from a public school system in northern Indiana. Mixed eye-hand dominance was assessed by the General Laterality Factor and the Visual Activities Factor of the Lateral Preference Schedule. The degree of letter/word reversal difficulty was-determined by the Jordan Left-Right Reversal Test. Each subject was administered both instruments either individually or in small groups.The data was analyzed for statistical significance by computing Pearson product moment correlation coefficients. To compare the learning disabled readers and normal readers for significant differences in age and the degree of mixed eye-hand dominance, t tests were conducted. Two research questions were then addressed by examining the findings:Research Question #1: Is there a statistically significant relationship between mixed eye-hand dominance and letter/word reversal errors in learning disabled and normal readers? A statistically significant difference was found between the degree of mixed eye-hand dominance and reversal errors in the learning disabled group. No other statistically significant relationships were found.Research Question #2: Is there a greater degree of mixed eye-hand dominance in learning disabled students than in normal readers? There were no statistically significant differences between learning disabled and normal readers in the degree of mixed eye-hand dominance.It was concluded that there were no statistically significant relationships between mixed eye-hand dominance and reversal errors in normal readers or when groups of normal readers and learning disabled students were combined. There was, however, a statistically significant positive relationship between mixed dominance and reversal errors when learning disabled students were grouped separately. The greater the degree of mixed eye-hand dominance, the higher the reversal error score in learning disabled students.Attempts to develop more sensitive and reliable instruments to assess lateral preferences and specific reading problems were recommended. Additionally, studies investigating the relationship between lateral preferences and reading performance should continue. / Department of Educational Psychology

The purpose of this investigation was to determine the effect of an experimental condition of failure on the subsequent motor performance of learning disabled students. A total of 123 subjects were assigned to one of three groups based on their specific subscale patterns. Group I consisted of those LD students whose Verbal IQ scores were significantly above their corresponding Performance IQ scores. Group II contained those LD students whose Performance IQs were significantly above their Verbal IQs. Group III was made up of learning disabled students whose Verbal and Performance IQ scores were statistically equivalent. All subjects were then assigned randomly to either an experimental or control condition. Following pretesting on a motor task, the experimental group received verbal feedback suggesting failure. The control subjects received no verbal feedback. The dependent measure was their posttest scores on an identical motor task.The significance of the difference between group means was determined using a two by three analysis of covariance. The research hypotheses predicted the high verbal groups to demonstrate a significant increase in their mean posttest scores, when compared to posttest scores of the high performance group, following failure experience. Statistical analysis of the data, however, did not support these assumptions. LD children, regardless of verbal ability, were found to be unmotivated by their failure. These findings were interpreted within the context of social learning theory and learned helplessness.A two item questionnaire was administered to the subjects following posttesting. Results suggested that those children receiving the failure condition perceived their pretest performance as significantly lower than the subjects in the control group. Furthermore, the failure group's reported perceptions of their effort on the final posttest was significantly above the claims made by the no feedback group despite a measured performance which did not significantly differ.Demographic information relative to educational and vocational levels of the parents was also collected. From this data it was determined that the average parent's occupation was skilled/unskilled labor. As a group, their total number of years in school did not exceed the eleventh grade. These findings suggested that current LD eligibility criteria are not being closely adhered to.

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Thesis (Ph.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph.D.) - University of Glasgow, 1987. / Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.

Mémoire (M. Ed.)--Université du Québec à Chicoutimi, 1989. / Document électronique également accessible en format PDF. CaQCU

Thesis (Ed. D.)--Illinois State University, 1975. / Title from title page screen, viewed Nov. 17, 2004. Dissertation Committee: J.H. McGrath (chair), Benjamin C. Hubbard, Eugene D. Fitzpatrick, Harold R. Phelps, Samuel T. Price. Includes bibliographical references (leaves 115-118) and abstract. Also available in print.