Near-point and far-point binocular and monocular sighting tests given 20 high and 20 low achievers each from regular classrooms at Grades 4, 8, and 12 (N = 240) yielded significant x3 for differences of proportions of lateral agreement with sidedness in comparison to distributions unrelated to sidedness. Composite sighting congruent to sidedness yielded significant differences between classroom and reading clinic samples. The near-point binocular sighting test markedly influences distributions of combined scores in sighting.
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