Abstract
In two experiments, normal right‐handed children from Grades 2, 4, and 6 read textual material silently while engaging in speeded unimanual finger tapping. Resources allocated to reading were estimated by measuring decrements in left‐ and right‐hand tapping rates relative to corresponding rates in single‐task control conditions. As a means of varying the demand for phonological processing, the difficulty of the textual material was manipulated in Experiment 1 and the typography of the material was altered in Experiment 2. In both experiments, reading disrupted right‐hand tapping more than left‐hand tapping but the degree of asymmetry was invariant irrespective of textual characteristics or the age of the child. The findings suggest that, although the overall amount of processing resources allocated to reading may vary with textual characteristics and other factors, the resources demanded remain primarily those of the left cerebral hemisphere.
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