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Dominance and Control: Relation to Reading Achievement

Robert W. Boos
The Journal of Educational Research
Vol. 63, No. 10 (Jul. - Aug., 1970), pp. 466-470
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27536041
Page Count: 5
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Dominance and Control: Relation to Reading Achievement
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Abstract

The purposes of this study were to investigate a possible distinction between the "controlling" eye in binocular vision and the "dominant" eye used in sighting; to investigate the influence of crossed control, crossed dominance, and mixed dominance, as these related to reading achievement in a population wherein eye-hand dominance had been found unrelated to reading achievement at the third grade level; and to evaluate, at the seventh and eighth grade level, a developmental trend away from mixed dominance as reported in an earlier study which followed this same population from kindergarten to mid-third grade. Subjects were 261 eighth-grade and sixteen seventh-grade students who remained from an earlier study of over 500 children tested in kindergarten and second grade for eye-hand dominance, and in third grade for reading achievement. Chi-square was used to test differences between controlling eye and sighting eye, changes in eye-hand dominance from second to eighth grade, and dominance configuration of subjects below grade level in reading as compared with those at and above grade level. The t-test was used to determine the significance of differences in reading achievement between crossed and mixed dominant groups as compared with the unilateral control group.

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