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Relationships Between Laterality of Congenital Upper Limb Reduction Defects and School Performance

The Department of Social and Preventive Medicine, The State University of New York at Buffalo, The Robert Warner Rehabilitation Center at the Children's Hospital of Buffalo, New York

Tim Byers, MD, MPH

The Department of Social and Preventive Medicine, The State University of New York at Buffalo

Michael E. Msall, MD

The Department of Pediatrics, The State University of New York at Buffalo and the Children's Hospital of Buffalo

James Marshall, PhD

The Department of Social and Preventive Medicine, The State University of New York at Buffalo

Allen Lesswing, MD

The Robert Warner Rehabilitation Center at the Children's Hospital of Buffalo, New York

Robert E. Cooke, MD

The Department of Pediatrics, The State University of New York at Buffalo and the Children's Hospital of Buffalo

Eighty children (34 males, 46 females) with congenital upper limb reduction defects who attended a regional amputee clinic between 1956 and 1986 were classified as to whether they exhibited learning difficulties in school, as indicated by grade failure or by placement in learning disability classrooms. Children with right-sided defects were more likely to encounter learning difficulties than were children with left-sided defects (Chi-square = 6.8; df = 1; p < 0.01). Children with right-limb defects also were more likely than children with left-limb defects to experience reading problems (Chi-square = 5.9; df = 1; p < 0.05). These results suggest the need for neuropsychological and neurophysiological study of children with limb reduction defects.

Clinical Pediatrics, Vol. 27, No. 7, 319-324 (1988)
DOI: 10.1177/000992288802700702


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