6 Left-Handed or Right-Handed: Reading, Writing Performances and Support System
6 Left-Handed or Right-Handed: Reading, Writing Performances and Support System
Rochambeau Lainy
| Abstract/Rezime
This text is the preamble of a larger study that will be published in December 2020. The research focuses on disabilities in school, particularly laterality, reading performance, writing, and support systems in schools. The data analyzed in this chapter were collected from 33 students in grades AF2 and AF3, enrolled at College Emmanuel Kant of the city of Cayes. Student ages ranged from 8 to 13 years. Keywords: disability, left-handedness, functional asymmetry, performance, reading, writing and support system Etid sa a se yon lòsyè nan yon refleksyon ki pi elabore k ap pibliye an desanm 2020 sou zafè elèv ki gen andikap. Nan kontribisyon sa a, nou konmanse etidye fenomèn lateralite, randman nan lekti ak ekriti, ak politik akonpayman nan lekòl yo. Done nou analyze nan atik sa a soti nan kolèj Emmanuel Kant ki nan vil Okay. Nou te obsève 33 elèv AF2 ak AF3, ki gen laj 8-13 zan. Mo-kle : andikap, lateralite, asimetri fonksyonèl, randman, lekti, ekriti, politik akonpayman |
Introduction
Hemispheric dominance, or laterality, exists when one side of the body exerts a functional predominance over another (Rivière, 2000; Fagard, 2012). It is the most obvious evidence of the mechanism of the predominant cerebral hemisphere. Since it is a phenomenon involving hands, feet, eyes and ears, and affects higher cognitive functions, it seems useful and necessary to study its impact on children’s reading and writing performance.
Researchers accept the hypothesis that there is a functional asymmetry in the exercise of these organs. This asymmetry is dictated and imposed by neurobiological predispositions (Hecaen, 1973; Habib, 2009). Negative judgements are often made against left-handed people, considering them to have a disability due to this preference. Being naturally left-handed is associated with mental degeneration or an anatomical anomaly (Bertrand, 2001; 2011; Renault, 2016).
The ease with which a child naturally uses the right hand is symbolically perceived as an asset since the left hand seems, according to tradition and prejudice, to be negative, clumsy and unproductive. It is widely misunderstood that functional asymmetry does not only come from neurophysiology. What is dictated and predefined by hemispheric brain predispositions is sometimes modified under the influence of negative judgements, socio-cultural influences, educational choices and pressures, educational preferences and traumatic contingencies. What happens when the functional asymmetry of the body is aggravated by these actions in a way that interferes with an already lateralized neurophysiological function? Being left-handed or right-handed is a normal and natural anatomical phenomenon that only sociocultural judgements and preferences cause to be perceived as disability. What does the Haitian school offer in such circumstances?
We suspect that many major linguistic disorders