Date of Award

8-1-1994

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

The purpose of this study was to discover if second grade students having a unilateral dominance will be academically higher in reading than their bilaterally dominant, or mixed laterally dominant classroom peers. Two separate t-tests were used to test the research questions presented in this study: a) Will there be a statistically significant difference between the mean scores of the unilateral dominant group and the mean score of the bilateral dominant group on a standardized reading achievement test? b) Will there be a statistically significant difference between the mean scores of the unilateral dominant group and the mean score of the mixed dominant group on a standardized reading achievement test? Initially, the differences between two physical literalities (unilateral and bilateral second grade students) and their standardized reading achievement scores were established. Based on a standardized reading achievement test (raw scores), the t-test showed that there is no statistically significant difference between the means of unilateral and bilaterally dominant second graders. An additional t-test revealed that there is no statistically significant difference between unilateral and mixed laterally dominant second graders. These findings are based on raw scores from a standardized reading achievement test.

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