Information processing and speech lateralization in learning-disabled children.

Abstract

The relationship between information processing and speech lateralization was investigated in learning-disabled children. The Kaufman Assessment Battery for Children (K-ABC) assessed simultaneous and successive processing while a dichotic listening paradigm with free recall and directed attention conditions assessed speech lateralization. A three-factor ANOVA design conducted on the dichotic data revealed that normal children demonstrated stronger right ear advantage (REA); whereas learning-disabled showed weaker right ear advantage. Further, lambda analyses conducted on individual subjects revealed that the learning-disabled did not demonstrate the REA, were not biased attenders, and did not get more right ear than left ear items when attention was directed to one ear. Multiple-regression analysis was used to predict sequential processing from the dichotic data for both groups. Learning-disabled children demonstrated a substantial deficit in sequential processing as compared to normal children. These results indicate that learning-disabled children may not have adequate cerebral lateralization of receptive speech processes, shift their attention more readily, and are more inadequate in sequential processing that presumably subserves language functioning. Perhaps learning-disabled children have deficiencies of processor capacity of salient areas of the left (language) hemisphere.