The results of this study have important implications for education. The lack of strong evidence in favour of a relationship between crossed laterality and academic achievement calls into question the fact that educational psychologists spend time measuring crossed laterality and, even more, that crossed laterality should be the object of direct intervention to ameliorate learning disabilities. These results, in turn, echo the voices that have been raised previously against evaluations and interventions of this kind. At present, there is no solid evidence that justifies the adoption of interventions addressed at treating laterality by education practitioners, let alone the use of them as a replacement for evidence-based interventions directly aimed at the target difficulties.
عاااااالی بود 👏👏👏 ممنون از اشتراک گذاری این اطلاعات مفید
The results of this study have important implications for education. The lack of strong evidence in favour of a relationship between crossed laterality and academic achievement calls into question the fact that educational psychologists spend time measuring crossed laterality and, even more, that crossed laterality should be the object of direct intervention to ameliorate learning disabilities. These results, in turn, echo the voices that have been raised previously against evaluations and interventions of this kind. At present, there is no solid evidence that justifies the adoption of interventions addressed at treating laterality by education practitioners, let alone the use of them as a replacement for evidence-based interventions directly aimed at the target difficulties.
pmc.ncbi.nlm.nih.gov/articles/PMC5573212/