[Identification of auditory laterality by means of a new dichotic digit test in Spanish, and body laterality and spatial orientation in children with dyslexia and in controls]. / Identificación de la lateralidad auditiva mediante una prueba dicótica nueva con dígitos en español, y de la lateralidad corporal y orientación espacial en niños con dislexia y en controles.

INTRODUCTION: In this study, a new dichotic digit test in Spanish (NDDTS) was applied in order to identify auditory laterality. We also evaluated body laterality and spatial location using the Subirana test. SUBJECTS AND METHODS: Both the dichotic test and the Subirana test for body laterality and spatial location were applied in a group of 40 children with dyslexia and in a control group made up of 40 children who were paired according to age and gender. The results of the three evaluations were analysed using the SPSS 10 software application, with Pearson's chi-squared test. RESULTS: It was seen that 42.5% of the children in the group of dyslexics had mixed auditory laterality, compared to 7.5% in the control group (p < or = 0.05). Body laterality was mixed in 25% of dyslexic children and in 2.5% in the control group (p < or = 0.05) and there was 72.5% spatial disorientation in the group of dyslexics, whereas only 15% (p < or = 0.05) was found in the control group. CONCLUSIONS: The NDDTS proved to be a useful tool for demonstrating that mixed auditory laterality and auditory predominance of the left ear are linked to dyslexia. The results of this test exceed those obtained for body laterality. Spatial orientation is indeed altered in children with dyslexia. The importance of this finding makes it necessary to study the central auditory processes in all cases in order to define better rehabilitation strategies in Spanish-speaking children.

Identificación de la lateralidad auditiva mediante una prueba dicótica nueva con dígitos en español, y de la lateralidad corporal y orientación espacial en niños con dislexia y en controles / Identification of auditory laterality by means of a new dichotic digit test in spanish, and body laterality and spatial orientation in children with dyslexia and in controls

Introducción. En este estudio aplicamos una prueba dicótica nueva con dígitos en español (PNDDE) para identificar la lateralidad auditiva. También evaluamos la lateralidad corporal y la ubicación espacial por medio de la prueba de Subirana. Pacientes y métodos. En un grupo de 40 niños disléxicos y en un grupo control de 40 niños pareados por edad y género se aplicó la prueba dicótica y la prueba de Subirana para la lateralidad corporal y ubicación espacial. Los resultados de las tres evaluaciones se analizaron con el programa SPSS 10, con la prueba chi al cuadrado de Pearson. Resultados. Se observó que el grupo de disléxicos obtuvo un 42,5% de niños con lateralidad auditiva mixta, respecto al 7,5% del grupo control (p ≤ 0,05). La lateralidad corporal fue mixta en el 25% de los niños disléxicos y el 2,5% en el grupo control (p ≤ 0,05) y hubo desorientación espacial del 72,5% en el grupo de disléxicos, mientras que en el grupo control sólo se encontró el 15% (p ≤ 0,05). Conclusiones. Se corrobora la utilidad de la PNDDE para evidenciar que la lateralidad auditiva mixta y el predominio auditivo del oído izquierdo están relacionados con la dislexia. Los resultados de esta prueba superan a los de lateralidad corporal. La orientación espacial sí se encuentra alterada en los niños con dislexia. La trascendencia de este hallazgo implica el estudio de los procesos centrales de la audición en todos los casos, para definir mejores estrategias rehabilitadoras en los niños hispanoparlantes (AU)

Introduction. In this study, a new dichotic digit test in Spanish (NDDTS) was applied in order to identify auditory laterality. We also evaluated body laterality and spatial location using the Subirana test. Subjects and methods. Both the dichotic test and the Subirana test for body laterality and spatial location were applied in a group of 40 children with dyslexia and in a control group made up of 40 children who were paired according to age and gender. The results of the three evaluations were analysed using the SPSS 10 software application, with Pearson’s chi-squared test. Results. It was seen that 42.5% of the children in the group of dyslexics had mixed auditory laterality, compared to 7.5% in the control group (p ≤ 0.05). Body laterality was mixed in 25% of dyslexic children and in 2.5% in the control group (p ≤ 0.05) and there was 72.5% spatial disorientation in the group of dyslexics, whereas only 15% (p ≤ 0.05) was found in the control group. Conclusions. The NDDTS proved to be a useful tool for demonstrating that mixed auditory laterality and auditory predominance of the left ear are linked to dyslexia. The results of this test exceed those obtained for body laterality. Spatial orientation is indeed altered in children with dyslexia. The importance of this finding makes it necessary to study the central auditory processes in all cases in order to define better rehabilitation strategies in Spanish-speaking children (AU)