Academic Achievement and Attention-Deficit/Hyperactivity Disorder in Children with Left-or Right-Hemisphere Dysfunction

Abstract

The neuropsychological investigation of learning disabilities has contributed much toward a more complete understanding of how the hemispheres are functionally organized and how differences in this functional organization may affect differential patterns of learning and behavior. It has been suggested that right-hemisphere dysfunction increases the likelihood of difficulty with attention/concentration and of overactive behavior, and interferes with arithmetic calculation more readily than reading and spelling. The present study examined the influence of right-versus left-hemisphere neuropsychological dysfunction on academic achievement and attention using two groups of children with learning disabilities and a group of nondisabled children. Results provide limited support for the hypothesis that the right hemisphere subserves attention and concentration. No support was found for the hypothesis that right-hemisphere deficits are more frequently associated with deficient arithmetic calculation, as opposed to reading and spelling performance. Results are discussed in the context of previous research on right-hemisphere dysfunction and learning disabilities.

Stability of Arithmetic Disability Subtypes

“…Extensive research has provided evidence that visual-spatial-organizational dysfunction may be the core deficit that produces the academic problems experienced by children with isolated arithmetic deficiencies (Rourke, 1989(Rourke, , 1993). However, this conclusion has not been supported in all investigations (Branch, Cohen, & Hynd, 1995). Our results imply that not all children who fit this subtype at a single point in time have this core deficit.…”

“…However, this conclusion has not been supported in all investigations (Branch, Cohen, & Hynd, 1995 2. Subject distribution at retesting according to initial subtype and by three LD criteria.…”

Basic number processing deficits in ADHD: a broad examination of elementary and complex number processing skills in 9‐ to 12‐year‐old children with ADHD‐C

“…High comorbidities of language disorders, dyspraxia, academic and psychiatric problems with ADHD have been frequently reported (e.g. Barkley, 2003; Branch, Cohen & Hynd, 1995). The incidence of learning disabilities in children with attention deficit disorders is rather high and has been reported to be around 9 to 25% (for a review, see Casey, Rourke & Del Dotto, 1996).…”

Students with learning disabilities’ mental health Enhancement: The relationship of learning disabilities and emotional difficulties, and the role of ICTs

“…According to research, these students have a considerably higher percentage of stress compared to the general population. Also, other studies have shown that both teachers and parents report a higher rate of behavioral stress in students with learning difficulties compared to the general population (Branch et al, 1995). In some cases, the stress of students with learning difficulties was not clinically important and in other cases was at normal levels.…”