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- Title
Nonverbal disorders of learning: The reverse of dyslexia?
- Authors
Badian, Nathlie A.; Badian, N A
- Abstract
Teacher perceptions of the social-behavioral characteristics of 99 boys were examined. Subjects were divided into three groups (Low Nonverbal, High Nonverbal, Equal) on the basis of their scores on two verbal and two performance WISC-R subtests, considered to be good measures of left- and right-brain functioning. The pattern of strengths and weaknesses shown by Low Nonverbal subjects suggested good left-brain functioning, but a right-brain dysfunction. These subjects were good readers, but relatively weak in arithmetic. Behaviors reported significantly more often for the Low Nonverbal subjects were low motivation, poor work habits, inability to work independently or to take age-related responsibility, disorganization, and poor relationships with peers. High Nonverbal subjects, who exhibited signs of a probable left-brain dysfunction, were usually perceived by their teachers as sociable, responsible, and determined to succeed, in spite of their having language disorders and dyslexia. It is argued that the constellation of behaviors displayed by the Low Nonverbal subjects is part of the right-brain dysfunction syndrome. To date, there are limited resources available for helping such children.
- Subjects
DYSLEXIA; READING disability; LANGUAGE disorders; COMMUNICATIVE disorders; NON-Verbal Ability Tests; ATTENTION-deficit hyperactivity disorder; BEHAVIOR; SYNDROMES in children; INTRINSIC motivation
- Publication
Annals of Dyslexia, 1986, Vol 36, p253
- ISSN
0736-9387
- Publication type
journal article
- DOI
10.1007/BF02648033