Reconceptualizing Cerebral Dominance: Implications for Reading- and Learning-Disabled Children

Abstract

Over the past several decades much has been written regarding the suspected relationship between cerebral lateralization for function and cognitive development. Most typically, the research in this area has attempted to relate poorly established lateral preferences to reading and learning disorders. Generally, these research efforts have been inconclusive in increasing our conceptual understanding of this relationship. However, recent research employing more direct measures of central functional asymmetry suggests that a reconceptualization of the notion of cerebral dominance may be in order. A rationale for this reconceptualization is provided and the implications for children with learning disorders is discussed.