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The hypothesis of less direct interaction between hemispheres in young children was supported by a behavioral test. Fabric samples were compared with either the same hand (same hemisphere) or with opposite hands (between hemispheres). Crossed errors were a significantly larger proportion of total errors in 3-year-olds than in 5-year-olds.
We studied the resting eyes open and eyes closed EEG in carefully screened samples of 9-13-year-old dyslexic and control boys within a 2-cohort cross-validation design with repeat testing 1-3 years later. We found: no difference between groups in delta or theta activity in either cohort or in repeat testing 1-3 years later; in the dyslexics, decreased beta(More)
Thirty-eight severely dyslexic boys and 38 good readers were evaluated with neurometrics, a diagnostic procedure based on the application of numerical taxonomy to EEG spectra obtained during resting conditions, supplemented by selected evoked potential features. This procedure generates deviance scores for the EEG spectra by comparing each individual's(More)
Event-related potentials (ERPs) elicited by task-irrelevant visual stimuli were recorded from 34 control and 32 dyslexic 10- to 12-year-old boys while they performed silent and oral reading at two levels of difficulty. All subjects were extensively screened for neurological problems, IQ, and sensory acuity. Specific features of the ERPs were affected in(More)
EEGs of extensively screened dyslexics and normal readers were recorded while they read easy and difficult texts silently and orally, and during two other verbal tasks which also differed in overt speaking but had no reading component: narrative speaking and listening to a story. Mid-temporal, central and parietal leads were referenced to linked ears and to(More)
Pavlidis has suggested that predictive saccadic tracking eye movements distinguish between reading disabled and normal children. We have examined saccadic eye movement tracking in 34 dyslexic and 33 control subjects, between 10 and 12 yr old. The subjects were equivalent in performance IQ (WISC-R), with differences between verbal and performance IQ of less(More)
Lateral specialization for speech and spatial construction was investigated in a highly screened group of dyslexic and normal-reading boys, age 9-13, by examining the extent to which their EEG alpha asymmetry changed from one task to the other. EEG was recorded from central, midtemporal, and parietal leads during several minutes of spontaneous narrative(More)