Vaivre-Douret, L., University of Pierre Marie Curie and Ennouri, K., University of Nanterre, France
The purpose of this study is to understand the relationship between handedness, praxia and some learning aspects in reading and arithmetics. Population enrolled 334 french children in the begining of the second year of primary school (mean=7 years old). All children are in good health without handicap. This transversal study was realized during four months with 61 peadiatricians working in Rhne-Alpes French area. The assessment consisted in seven tests : tonic, gestual, psychosocial and usual tests of laterality for the upper-limbs; with gnosopraxis, reading and arithmetic tests. We used an indicator which caracterize a "an undetermined laterality". Results show significant correlations between this indicator and the reading speed (r=0.15, n=248, p<05), also with the text understanding (r=.18, n=248, p<05). More the score of laterality is high, more the reading is fast and better is the understanding. The correlation between this indicator and the text understanding concerned mainly the 6-7 year old children (r=0.20, n=107, p<05). This results underline an important period of neuropsychological development at 7 year old.