The present study sampled 277 boys and girls, Grades 3 to 12, to determine the interaction among handedness, sex, intelligence, and reading achievement. When controlling for IQ, grade level, handedness, and sex there were no significant differences in mean reading achievement. When controlling for sex, handedness, and grade level there were no significant differences in mean IQs. Significant interaction was found between IQ and reading achievement, correlations between IQ and reading achievement among left-handers were significantly lower than among right-handers.
References
1.
AldenC. L.SullivanH. B.DurrellD. D.The frequency of special reading disabilities. Education, 1964, 62, 32–37.
2.
AndersonH. E.The prediction of reading and language from the California tests. Educational and Psychological Measurement, 1961, 21, 1035–1037.
3.
BlanchardP.Reading disabilities in relation to difficulties of personality and emotional development. Mental Hygiene, 1936, 20, 384–413.
4.
BurtC.The backward child. London: Univer. of London Press, 1951.
5.
California Test of Basic Skills. Monterey, Calif.: California Test Bureau, Div. of McGraw-Hill, 1968.
6.
California Test of Mental Maturity. Monterey, Calif.: California Test Bureau, Div. of McGraw-Hill, 1963.
7.
CorruthersG. S.Left-handedness among school pupils. American School Board Journal, 1947, 114, 17–19.
