Atypical structural and functional brain asymmetry is one of
the most popular etiological theories of dyslexia and yet it is not
definitively proven or disproven, despite the ongoing research in the area. The
two main questions remain open:
- Is there a clear relationship between dyslexia and
atypical brain lateralization?
- Is the atypical brain lateralization, if present, a cause
or a consequence of dyslexia?
Since Samuel Orton’s times – meaning for almost
100 years now (Orton, S., 1925), scientists have been looking for the
answers of these questions and we still do not have conclusive results even for
the first one. Indeed, the hypothesis has gathered empirical evidence
throughout the years, but the data in the scientific literature is inconsistent
and sometimes even conflicting. That may be due to the assessment tools chosen,
to the small sample sizes, to the heterogeneity of dyslexia or a combination of
these factors.
Considering all the above, an online battery of validated
behavioural tests might have a huge contribution in the right direction, as it enables easily testing
a big sample of dyslexics all over the world, thus providing statistically
significant results. Proving or disproving the link between dyslexia and
atypical brain lateralization, will give us a green light to really focus on a
third question, which I, as a practitioner and not only a researcher, consider
actually the most important:
- How can we use the awareness of an atypical
lateralization, when present, to provide more effective interventions?
WHY JOINING IN THE CURRENT STUDY?
- It is a contribution to finding a definitive answer to one
of the biggest questions about dyslexia.
- It is fun.
- It is anonymous.
- Although the public results are anonymous, it is possible
for the interested families to know their child’s individual results, either
just to have a better awareness on how their child is functioning or to use
that knowledge for tailored intervention and education.
DETAILS ABOUT THE CURRENT STUDY
Please read carefully the information below before completing and submitting the Informed Consent and Registration Form.
IN BRIEF
The current study aims at assessing the hemispheric
lateralization for a number of verbal and non-verbal functions in school-aged
children with dyslexia and at comparing it to the one of typically developing
peers. It uses an online battery of validated behavioural tests, kindly shared
by a scientific team from the Department of Experimental Psychology at Oxford
University (Parker, A. J., Woodhead, Z. V., Thompson, P. A., & Bishop,
D. V., 2021). It takes between 15 and 60 minutes to complete, depending on how
fast the participant goes through the instructions and the rehearsal trials before
each task and also on how many breaks they take between the tasks.
DESIGN
The study is built and administrated by Gorilla
Experiment Builder (www.gorilla.sc) –
an internet platform for creating experiments and collecting data for the
purposes of the cognitive-behavioural sciences (Anwyl-Irvine, Massonnié,
Flitton, Kirkham, & Evershed, 2020).
1. Methods and Instruments
1.1. Basic demographics questionnaire
1.2. Porta Test for dominant eye (Porac, C., &
Coren, S., 1976)
1.3. Edinburgh Handedness Inventory (Oldfield, 1971)
1.4. Dichotic listening task for assessing language
lateralization – a validated dichotic paradigm (Westerhausen R &
Samuelsen F, 2020).
1.5. Chimeric faces task – a validated test for assessing
lateralization during face and emotions processing (Yovel, G., Tambini,
A., & Brandman, T., 2008).
1.6. Finger tapping task – a novel online alternative to the
traditional Annett's Peg Moving Task for assessing motor
laterality (Parker, A. J., Woodhead, Z. V., Thompson, P. A., & Bishop,
D. V., 2021).
2. Recruitment Requirements For The Experimental Group
2.1. School age (8-17 y.o.)
2.2. Official diagnosis of Specific Learning
Disorder/Dyslexia
2.3. No temporary or permanent sensory impairments or
difficulties which may interfere either with the performance during the
auditory, visual and motor tasks or with the laterality indexes resulting from
them. The study is looking for a possible bigger proportion atypical laterality
related to dyslexia and not to other causes.
3. Recruitment Requirements For The Control Group
3.1. School age (8-17 y.o.)
3.2. Good language skills and no serious problems with math
3.3. No temporary or permanent sensory impairments or
difficulties which may interfere either with the performance during the
auditory, visual and motor tasks or with the laterality indexes resulting from
them.
4. Anonymity
Every participant will be given an ID and their name will not be displayed publically anywhere in case of a publication.
5. Technical Requirements
5.1. Internet connection. Chrome or Edge may be used, but the study cannot run properly on the Safari browser.
5.2. A laptop or a desktop computer. Participants cannot go through the tasks on their mobile phones or tablets.
5.3. Stereo headphones – needed for the auditory verbal task
5.4. Any type of plastic card with the size of a driving licence, an ID card or a standard bank card - needed for calibrating the screen before the visual task.
5.5. A computer mouse - needed for calibrating the screen before the visual task. Using the touchpad works too but it tends to be more difficult, as a slider is involved.
6. General procedure
After each participant’s personal and parental informed consent and agreement to join in the study, they or their parents will receive a link to the experiment via email, provided they are eligible for the experimental or the control group. Depending on what is suitable for everyone involved, the experimenter may be virtually present during the experiment thanks to a video platform (Zoom, Skype, FaceTime, Viber or WhatsApp) or may have a previous communication on organizational details and instructions with the parent, the teacher or any other adult, who will assist the child in person. The goal of any of those options is to ensure that the child will go through each task and questionnaire the correct way. In case the experimenter is not present, the adult accompanying the child should read him or her the instructions, before each task or questionnaire and start it only after making sure everything is clear and the child is ready. For double reassurance, each task of the real experiment is preceded by practice trials. The children may choose to click the answers themselves or, alternatively – to respond orally for the present adult to click the chosen answer. The present adult should not suggest the answer in any way.
You can find attached the Ethical Approval of the study.
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