Laterality patterns in young fluent readers

Neuropsychological profiles of kindergarten children who were reading fluently with understanding were compared with those of both chronological age controls and reading level controls. Finger tapping, dichotic listening, and nonverbal intersensory tasks succeeded in differentiating the two kindergarten groups, but not the kindergarten readers and the older reading level controls. Correlations among the measures were significant only for the young fluent readers, with greater bilaterality of both fine motor and linguistic functions being associated with better intersensory skills, indicating qualitative differences in central nervous system organization. Neuropsychological predisposition to early acquisition of reading is suggested.