Thesis (Ph.D.)--St. John's University (New York), 1993
Studies which compare behavioral problems of reading disabled and non-reading disabled groups frequently treat the reading disabled population as homogeneous, despite much evidence to the contrary. Hemisphericity is a potential confound in studies comparing these two groups. With this in mind, the interactive effects of reading ability and hemisphericity on behavioral problems were explored. One hundred sixteen elementary school students were classified as reading disabled or non-reading disabled according to results of the Comprehensive Test of Basic Skills. Behavioral problems were measured with the Teacher Report Form and Conners' Parent Rating Scale-48. Teachers generally reported that reading disabled children had more behavioral problems than non-reading disabled children but parents did not report any such difference. However, the former finding was modified when hemisphericity was considered. Reading disabled children with a right hemisphere style had more behavioral problems than non-reading disabled children with a right hemisphere style. Reading disabled children with a left hemisphere style did not have more behavioral problems than non-reading disabled, left hemisphere style children. These findings have implications for the long-standing debate about causative relationships between behavioral problems and reading problems
