Abstract
Equated groups of 54 retarded readers and 54 controls from the 6 primary school grades were administered the WISC, educational tests, and tests of finger agnosia, lateral dominance, and reversal tendencies in reading and writing. A factor analysis revealed 2 orthogonal factors of reading disability: 1 relating to perceptual and perceptual-motor distortions and the other apparently to formal verbal learning difficulties. Mixed lateral dominance, crossed hand-eye dominance, and finger agnosia were not related to either of these factors. No evidence for a relation between finger agnosia and constructional and arithmetical difficulties was found. Sequence reversals in writing were not related to other types of reversals or to finger agnosia.
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