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Effect Of Handedness On Working Memory And Phonology Among Dyslexic And Normally Progressing Readers | 12499
ISSN: 2161-0460

Journal of Alzheimers Disease & Parkinsonism
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Effect of handedness on working memory and phonology among dyslexic and normally progressing readers

International Conference on Psychology, Autism and Alzheimers Disease

Sonali Chatterjee

Posters: J Alzheimers Dis Parkinsonism

DOI: 10.4172/2161-0460.S1.003

Background: Past researches have shown that there is an association between some aspect of laterality and poor reading. Researches reveal that mixed or clumsy handedness has high correlation with phonological ability. The present study examined the relationship of handedness with phonological awareness both Hindi and English and working memory. Method: The study has been conducted on dyslexic readers and normally progressing readers, which comprises of 65 dyslexic readers and 65 normally progressing readers. Amongst dyslexic readers, 50 are male and 15 are female and in normally progressing readers, 33 are male and 32 are female. In addition to this, different categories of handedness have also been segregated amongst 130 readers (good and poor), 78 were strongly right-handed, 16 were strongly left-handed and 36 were clumsy-handed. Handedness checklist, phonological and working memory measures were used for this study. The study was cross-sectional descriptive in design & purposive sampling technique was used for recruiting sample. Results: It reveals that there is positive correlation between handedness and verbal working memory i.e. right handers have outperformed than clumsy and left handedness in both 1 Back and 2 Back tasks. One-way Anova results revealed there is a significant difference between the performance of right handedness and clumsy handedness in both the measures. Conclusion: From this study it can be inferred that there is a markedly difference between the performance of right handedness and clumsy handedness in working memory and phonological measures both Hindi and English except one variable i.e., Syllable Blending. The study has the strong implication in the school setting as well as in the assessment procedure, where the handedness variable should be strongly emphasized.