This study was done to assess whether black and Caucasian students differ in hemispheric skills and whether such preference is related to reading achievement. Subjects were 111 fourth- and fifth-graders from a small rural school district in southwestern Michigan. For this group there was no significant difference in inferred hemisphericity on the Cognitive Laterality Battery with respect to race or sex, neither was hemisphericity related to reading achievement on the Iowa Tests of Basic Skills. However, individual subtests of the Cognitive Laterality Battery were significantly related to reading comprehension on the Iowa achievement tests.
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