DOI: https://doi.org/10.7203/relieve.8.1.4433

The Orton's hypothesis about hemispheric lateralization and reading writing performance revisited: an ex post facto study in Spanish context


Resumen


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.


Palabras clave


Estudio ex post facto, lateralidad, lateralidad hemisférica, Orton, lectura, idioma español, escritura

Texto completo:

PDF

Referencias


  • 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.


Enlaces refback

  • No hay ningún enlace refback.






https://ojs.uv.es/public/site/images/aliaga/scopus_170  https://ojs.uv.es/public/site/images/aliaga/esci_225