Abstract
Teacher perceptions of the social-behavioral characteristics of 99 boys were examined. Subjects were divided into three groups (Low Nonverbal, High Nonverbal, Equal) on the basis of their scores on two verbal and two performance WISC-R subtests, considered to be good measures of left- and right-brain functioning. The pattern of strengths and weaknesses shown by Low Nonverbal subjects suggested good left-brain functioning, but a right-brain dysfunction. These subjects were good readers, but relatively weak in arithmetic. Behaviors reported significantly more often for the Low Nonverbal subjects were low motivation, poor work habits, inability to work independently or to take age-related responsibility, disorganization, and poor relationships with peers. High Nonverbal subjects, who exhibited signs of a probable left-brain dysfunction, were usually perceived by their teachers as sociable, responsible, and determined to succeed, in spite of their having language disorders and dyslexia. It is argued that the constellation of behaviors displayed by the Low Nonverbal subjects is part of the right-brain dysfunction syndrome. To date, there are limited resources available for helping such children.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Badian, N. A. 1983. Dyscalculia and nonverbal disorders of learning.In H. R. Mykelbust (ed.).Progress in Learning Disabilities, Vol. V. New York: Grune and Stratton.
Badian, N. A. and Ghublikian, M. 1983. The personal-social characteristics of children with poor mathematical computation skills.Journal of Learning Disabilities 16:154–157.
Bryan, T. M. 1977. Learning disabled children’s comprehension of nonverbal communication.Journal of Learning Disabilities 10:501–506.
Bryan, T. H. 1978. Social relationships and verbal interactions of learning disabled children.Journal of Learning Disabilities 11:107–115.
Bryan, T. H. and Bryan, J. H. 1978. Social interactions of learning disabled children.Learning Disability Quarterly 1:33–38.
Bryan, J. H. and Sherman, R. 1980. Immediate impressions of nonverbal ingratiation attempts by learning disabled boys.Learning Disability Quarterly 3:19–28.
Bryan, J. H., Sherman, R. E., and Fisher, A. 1980. Learning disabled boys’ nonverbal behaviors within a dyadic interview.Learning Disability Quarterly 3:65–72.
Dudley-Marling, C. C. and Edmiaston, R. 1985. Social status of learning disabled children and adolescents: A review.Learning Disability Quarterly 8:189–204.
Duffy, F. H. and McAnulty, G. B. 1985. Brain electrical activity mapping (BEAM): The search for a physiological signature of dyslexia.In F. H. Duffy and N. Geschwind (eds.).Dyslexia: A neuroscientific approach to clinical evaluation. Boston: Little, Brown and Company.
Johnson, D. J. and Myklebust, H. R. 1967.Learning Disabilities: Educational principles and practices. New York: Grune and Stratton.
Kaufman, A. S. 1979.Intelligent Testing with the WISC-R. New York: Wiley and Sons.
Lezak, M. D. 1983.Neuropsychological Assessment, Second Edition. New York: Oxford University Press.
Myklebust, H. R. 1975. Nonverbal learning disabilities: Assessment and intervention.In H. R. Myklebust (ed.).Progress in Learning Disabilities, Vol. III. New York: Grune and Stratton.
Ozols, E. J. and Rourke, B. P. 1985. Dimensions of social sensitivity in two types of learning-disabled children.In B. P. Rourke (ed.).Neuropsychology of Learning Disabilities. New York: The Guilford Press.
Reitan, R. M. 1974. Methodological problems in clinical neuropsychology.In R. M. Reitan and L. A. Davison (eds.).Clinical Neuropsychology: Current status and applications. New York: Wiley.
Rourke, B. P. 1982. Central processing deficiencies in children: Toward a developmental neuropsychological model.Journal of Clinical Neuropsychology 4:1–18.
Rourke, B. P., Bakker, D. J., Fisk, J. L., and Strang, J. D. 1983.Child Neuropsychology: An introduction to theory, research, and clinical practice. New York: The Guilford Press.
Rourke, B. P. and Finlayson, M. A. J. 1978. Neuropsychological significance of variations in patterns of academic performance: Verbal and visual-spatial ability.Journal of Abnormal Child Psychology 6:121–133.
Rourke, B. P. and Fisk, J. L. 1981. Socio-emotional disturbances of learning disabled children: The role of central processing deficits.Bulletin of the Orton Society 31:77–88.
Rourke, B. P. and Strang, J. D. 1983. Subtypes of reading and arithmetical disabilities: A neuropsychological analysis.In M. Rutter (ed.).Developmental Neuropsychiatry. New York: The Guilford Press.
Rudel, R. G. and Denckla, M. B. 1974. Relation of forward and backward digit repetition to neurological impairment in children with learning disabilities.Neuropsychologia 12:109–118.
Strang, J. D. and Rourke, B. P. 1983. Concept-formation/Nonverbal reasoning abilities of children who exhibit specific academic problems with arithmetic.Journal of Clinical Child Psychology 12:33–39.
Strang, J. D. and Rourke, B. P. 1985. Adapative behavior of children who exhibit specific arithmetic disabilities and associated neuropsychological abilities and deficits.In B. P. Rourke (ed.).Neuropsychology of Learning Disabilities. New York: The Guilford Press.
Thompson, O. M. 1985. The nonverbal dilemma.Journal of Learning Disabilities 18:400–402.
Wing, L. 1981. Asperger’s syndrome: a clinical account.Psychological Medicine 11:115–129.
Wong, B. Y. L. and Wong, R. 1980. Role-taking skills in normal achieving and learning disabled children.Learning Disability Quarterly 3:11–18.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Badian, N.A. Nonverbal disorders of learning: The reverse of dyslexia?. Annals of Dyslexia 36, 253–269 (1986). https://doi.org/10.1007/BF02648033
Issue Date:
DOI: https://doi.org/10.1007/BF02648033