Skip to main content
Article thumbnail
Location of Repository

Dyslexia and handedness: developmental phonological and surface dyslexias are associated with different biases for handedness.

By Marian Annett

Abstract

Developmental disorders of reading and spelling have long been associated with increased left- and mixed-handedness but the evidence has been controversial. The right shift (RS) theory of handedness and cerebral dominance, developed by Annett from 1972 onward, offers resolutions to several puzzles about laterality in the so-called dyslexias. This review of findings in the light of the theory shows that "phonological" dyslexics are less likely to be right-handed, while "surface" or "dyseidetic" dyslexics are more likely to be right-handed than the general population.Peer-reviewedPost-prin

Topics: Child, Dyslexia, Functional Laterality, Genotype, Humans, Phonetics, Social Values
Publisher: Ammons Scientific
Year: 2011
DOI identifier: 10.2466/10.19.24.PMS.112.2.417-425
OAI identifier: oai:lra.le.ac.uk:2381/10088
Journal:

Suggested articles

Citations

  1. (1995). A dissociation between developmental surface and phonological dyslexia in two undergraduate students. doi
  2. (1978). A single gene explanation of right and left handedness and brainedness. Coventry: Lanchester Polytechnic.
  3. (2004). Acknowledge the ambition, but look elsewhere for the alternatives. doi
  4. (2003). Cerebral asymmetry in twins: predictions of the right shift theory. doi
  5. (1986). Cognitive analysis of dyslexia. doi
  6. (1973). Developmental dyslexia: a diagnostic approach based on three atypical reading-spelling patterns. doi
  7. (2005). Developmental dyslexia. In doi
  8. (1994). Does dyslexia exist? doi
  9. (2004). Dyslexia, reading and the brain: a sourcebook of psychological and biological research. doi
  10. (2000). Dyslexia: a cognitive developmental perspective. 2 nd Ed. doi
  11. (2008). Good phonetic errors in poor spellers are associated with right-handedness and possible weak utilisation of visuospatial abilities. doi
  12. (2004). Grappling with the hydra. doi
  13. (2002). Handedness and brain asymmetry: the right shift theory. doi
  14. (1990). Handedness and developmental disorder. doi
  15. (1994). Handedness and dyslexia: a meta-analysis. Perceptual and Motor Skills, doi
  16. (1999). Handedness and lexical skills in undergraduates. doi
  17. (1996). In defence of the right shift theory. doi
  18. (1987). Left-handedness and dyslexia: an old myth revisited. doi
  19. (2004). Perceptions of the right shift theory. doi
  20. (1983). Phonemic segmentation and spelling. doi
  21. (1985). Phonological dyslexia and dysgraphia in a highly literate subject: a developmental case with associated deficits of phonemic processing and awareness. doi
  22. (2006). Phonology and handedness in primary school: predictions of the right shift theory. doi
  23. (1990). Processing strategies in a phonemic deletion task. doi
  24. (1950). Specific dyslexia: a clinical and genetic study.
  25. (1972). Specific dyslexia. doi
  26. (1985). Surface dyslexia: neuropsychological and cognitive studies of phonological reading. London: Erlbaum Associates. doi
  27. (2004). Taking your chances. doi
  28. (1972). The distribution of manual asymmetry. doi
  29. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. doi
  30. (1996). Types of dyslexia and the shift to dextrality. doi
  31. (1976). Use of orthographic and word-specific knowledge in reading words aloud. doi
  32. (1993). Varieties of developmental dyslexia. doi
  33. (2004). What Marian Annett can teach Noam Chomsky and could have taught Stephen Jay Gould if he‟d had time to listen. doi
  34. (1925). Word blindness” in school children. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.