The Orton's hypothesis about hemispheric lateralization and reading writing performance revisited: an ex post facto study in Spanish context
DOI:
https://doi.org/10.7203/relieve.8.1.4433Keywords:
ex post facto study, laterality, hemispheric laterality, Orton, reading, Spanish language, writingAbstract
This paper attempts to inquiry the connections between hemispherical laterality and reading-writing performance, based on the theory that Samuel T. Orton established over 60 years ago. No evidence has been found to show a significant correlation between both constructs. Therefore, the widely held belief that the one depends on the other can be refuted.References
Aliaga, F. (2000). Validez de la investigación causal. Tipologías y evolución. Bordón, 52 (3), 301-321
ALEGRIA, J. (1985). Por un enfoque psicolingúístico del aprendizaje de la lectura y sus dificultades [A psycholinguistic focus for the learning of reading and its dificulties]. Infancia y Aprendizaje, 29, 79-94.
http://dx.doi.org/10.1080/02103702.1985.10822061
Boder, E. (1970). Developmental dyslexia. A new diagnostic approach based on the identification of three subtypes. Journal of School Health, 40, 2-89.
Campbell, D.T. (1986). Relabeling Internal and External Validity for Applied Social Scientist. En W. Trochim (Ed.),Advances in Quasi-Experimental Design and Analysis. San Francisco: Jossey-Bass.
Cook, T. D. y Campbell, D. T. (1979). Quasi-Experimentation Design and Analysis Issues for Fields Settings. Chicago: Rand McNally.
Dixon, W. J. (Ed.) (1990). BMDP statistical software. Los Angeles: University of California Press.
Fernández Cano, A. (1995). Métodos para evaluar la investigación en Psicopedagogía [Methods for evaluating psycopedagogical research]. Madrid: Síntesis.
Fraenkel, R., & Wallen, N. E. (1990). How to design and evaluate research in education. New York: McGraw-Hill.
Harris, A. J. (1978). Test de dominancia lateral [Laterality dominance test], 3rd edn. TEA: Madrid.
HENRY, M. K. (1998). Structured, sequential, multisensory teaching. The Orton legacy. Annals of Dyslexia, 48, 3-26.
http://dx.doi.org/10.1007/s11881-998-0002-9
Hernandez, S.; Camacho, J.; Nieto, A.; & Barroso, J. (1997). Cerebral asymmetry and reading performance. Effect of language lateralization and hand preference. Child Neuropsychology, 3(3), 206-225.
http://dx.doi.org/10.1080/09297049708400644
Hinshelwood, J. (1917). Ceguera congénita ante las palabras [Congenital blindness to the words]. In R. G. Crowder (ed.), Psicología de la lectura [Psychology of reading], (1985), (pp. 201-203). Madrid: Alianza.
Kounios, J., & Holcomb, P. J. (1994). Concreteness effects in semantic processing: ERP evidence supporting dual coding theory. Journal of Experimental Psychology, 20, 04-823.
Lenneberg, E. H. (1967). Biological foundations of language. New York: Wiley. Spanish traslation as Fundamentos biológicos del lenguaje (1985), 2nd edn. Madrid: Alianza.
Machuca, M. (1996). Lateralidad hemisférica y dominios lectoescritores. La hipótesis de Orton revisada [Hemisferic laterality and reading-writing domains. The Orton's hypothesis revisited]. Barcelona: ETD Micropublicaciones.
Manga, D. & Ramos, F. (1986). La aproximación neuropsicológica a la dislexia evolutiva [The neurological approach to the developmental dyslexia]. Infancia y Aprendizaje, 34, 57-75.
Mark, M. (1986). Validity Typologies and the Logic and Practice of Quasi-experimentation. En W. Trochim (Ed.), Advances in Quasi-Experimental Design and Analysis. San Francisco: Jossey-Bass.
Myklebust, H. R., & Johnson, D. (1962). Dyslexia in children. Exceptional Children, 9(1), 14-25.
Navarro, N., Iglesias, E. & Caballero, P. (1990). La lateralización hemisférica de funciones como proceso mediador del aprendizaje en el aula [The hemisferic lateralization of functions as a mediator process for the learning in the classroom]. Revista de Investigación Educativa, 8(16), 143-147.
Oakland, T., Black, J. L., Stanford, G., Nussbaum, N. L. & Balise, R. R. (1998). An evaluation of the dyslexia training program. A multisensory method for promoting reading in students with disabilities. Journal of Learning Desabilities, 31(2), 140-147.
http://dx.doi.org/10.1177/002221949803100204
Oldfield, R. C. (1971). The assessment and analysis of handedness: The Edinburg inventory. Neuropsychologia,9, 7-113.
http://dx.doi.org/10.1016/0028-3932(71)90067-4
ORBRZUT, J. E., BOLIEK, C. A. & BRYDEN, M. P. (1997). Dichotic-listening, handedness, and reading-ability. A metaanalysis. Developmental Neuropsychology, 13(1), 97-110.
http://dx.doi.org/10.1080/87565649709540670
Orton, S. T. (1928a). A physiological theory of reading disability and stuttering in children. The New England Journal of Medicine,199, 1046-1052.
http://dx.doi.org/10.1056/NEJM192811221992108
Orton, S. T. (1928b). Specific reading disability strephosymbolia. Journal of American Medical Association,90, 1095.
http://dx.doi.org/10.1001/jama.1928.02690410007003
Orton, S. T. (1937). Reading, writing and speech problems in children. Nueva York: Norton.
Orton, S. T. (1939). A neurological explanation of the reading disability. Education Record 20(12), 58-68.
Romero, A. (1984). La especialización funcional hemisférica y la lectura. Una revisión teórica [The hemisferic functional specialization and reading. A theoretical review]. Anales de Psicología, 1, 181-206.
Shadish, W.; Cook, T.D. y Houts, A. (1986). Quasiexperimentation in a Critical Multiplist Mode. En W. Trochim (Ed.), Advances in Quasi-Experimental Design and Analysis. San Francisco: Jossey-Bass.
Shavelson, R. J. (1988). Statistical reasoning for the behavioral sciences. 2nd ed Boston: Allyn & Bacon.
Vellutino, F. (1987). Dislexia [Dyslexia]. Investigación y Ciencia [Research and Science] 128: 12-20.
Downloads
Issue
Section
License
The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes.
The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.
Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments.
The fact of sending your paper to RELIEVE implies that you accept these conditions.