Turid Helland|Arve Asbjørnsen|Aud Ellen Hushovd|Kenneth Hugdahl
Dichotic listening and school performance in dyslexia
University of Bergen|University of Bergen|Center for Child and Adolescent Mental Health, Eastern and Southern Norway|University of Bergen|Haukeland University Hospital
study focused relationship school performance performance dichotic listening dl task dyslexic children dyslexia associated impaired phonological processing related functions left temporal lobe dl frequently used task assess functions left temporal lobe due predominance contralateral neuronal pathways right ear advantage dl task reflects superior processing capacity right ear stimulus left hemisphere kimura 1963 previous studies using dl dyslexia however inconclusive may reflect degree severity dyslexia aim present study therefore investigate lateralized processing two subgroups dyslexia differing symptom severity two groups dyslexic 12yearold children agematched control group tested consonantvowel dl task two dyslexia groups differed severity responded training efforts made schools otherwise matched age iq diagnosis d1 respondent group group showed dl performance pattern similar control group ie right ear advantage d2 nonrespondent group failed show right ear advantage dl task performance dl task two dyslexia groups may provide better insight degree reading writing impairment dyslexia cracking code acquiring automatized literacy skills may seem harder d2 group children compared d1 children also present study points use dl valid assessment tool clinical work improve differential diagnoses particularly relation measures school performance