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Use of the Dichotic Listening Technique with Learning Disabilities
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Obrzut, John E.; Mahoney, Emery B. – Brain and Cognition, 2011
Dichotic listening (DL) techniques have been used extensively as a non-invasive procedure to assess language lateralization among children with and without learning disabilities (LD), and with individuals who have other auditory system related brain disorders. Results of studies using DL have indicated that language is lateralized in children with…
Descriptors: Brain Hemisphere Functions, Auditory Stimuli, Learning Disabilities, Attention
Lateralization Characteristics in Learning Disabled Children.
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Obrzut, John E.; Boliek, Carol A. – Journal of Learning Disabilities, 1986
The authors consider recent research on brain lateralization in learning disabled children that has used three different experimental paradigms, noting that these studies have advanced knowledge about factors that can affect performance on the tasks that measure lateralization, but they do not produce a conclusive picture of abnormal…
Descriptors: Elementary Secondary Education, Lateral Dominance, Learning Disabilities, Neurological Organization
Cued Dichotic Listening with Right-Handed, Left-Handed, Bilingual and Learning-Disabled Children.
Obrzut, John E.; And Others – 1987
This study used cued dichotic listening to investigate differences in language lateralization among right-handed (control), left handed, bilingual, and learning disabled children. Subjects (N=60) ranging in age from 7-13 years were administered a consonant-vowel-consonant dichotic paradigm with three experimental conditions (free recall, directed…
Descriptors: Attention Control, Bilingual Students, Brain Hemisphere Functions, Elementary Education
Brain Lateralization: Implications for Infant Stimulation and Development.
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Brooks, Richard L.; Obrzut, John E. – Young Children, 1981
Discusses implications of lateral dominance in infants for infant stimulation and development as well as implications for parents and teachers. (Author/DB)
Descriptors: Cognitive Processes, Early Childhood Education, Individual Development, Infants
Neuropsychological Treatment of Dyslexia in the Classroom Setting.
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Goldstein, Bram H.; Obrzut, John E. – Journal of Learning Disabilities, 2001
A study provided hemisphere specific simulation and hemispheric alluding stimuli to 15 middle school students with L-type dyslexia and 15 with P-type dyslexia. Traditional decoding and comprehension exercises were provided to 15 students with M-type dyslexia. Readers with all types of dyslexia exhibited significant improvement in reading accuracy…
Descriptors: Brain Hemisphere Functions, Dyslexia, Instructional Effectiveness, Lateral Dominance