Laterality versus Directionality: What Is the Difference?

Laterality refers to motor awareness of the two sides of the body, while directionality refers to the ability to know right from left, up from down, forwards from backwards, etc.

The child who has a laterality problem has not yet internalised the knowledge that the body has two sides. One manifestation frequently noted is called midline crossing problem, that is, the child is unable to continue a motor act like writing without switching hands at the point which faces his/her middle. To illustrate, the left-hander writes up to the middle of the page and changes hands or moves to the next line leaving the right half blank, while the right-hander writes from the middle leaving the left half blank.

A child with a directionality problem has difficulty dealing with directions of objects in relation to self, such as “to my right,” “to my left,” “above me,” “below me,” etc. Such a child has difficulty following directions on paper-pencil tasks such as “write your name in the top right-hand corner,” “draw a line under the word ______,” and the like. He may also confuse letters like b and d, numbers like 17 and 71, or write backwards, from right to left, the letters appearing like ordinary writing seen in a mirror.

Edublox clinics specialise in cognitive training that makes learners smarter, and helps them learn and read faster, easier, and better. The classes address:

* Concentration: Focused and sustained attention.

* Processing skills: Visual and auditory foreground-background differentiation; visual and auditory discrimination, synthesis and analysis; form discrimination; directionality and spatial relations.

* Memory: Visual, auditory, sequential, iconic, short-term, long-term and working memory.

* Logical thinking: Deductive and inductive reasoning.

* Reading, spelling, vocabulary and comprehension.

Classes are offered in English and Afrikaans. Contact us

Does your child suffer from a directionality problem? Edublox can help:

“In September 2012 (Grade 3) Zoe was in her second year of remedial school, and we have tried various different courses and programs outside of the different programs offered at the remedial school, but Zoe still did not seem to be progressing. After doing some research I came across Edublox, I phoned Marj and she offered to assess Zoe. The assessment showed that Zoe had directionality confusion with left and right and reversals with p and q. Her form perception was 38%, her visual memory assessment was 67% and her auditory memory assessment percentage was 44%.

“Zoe started lessons with Marj at the end of September 2012. At the end of Grade 3 the remedial school recommended that Zoe do a third year, however we were reluctant because she would be going into Grade 4 and it is a big jump from Grade 3 ― the longer you stay out of mainstream the harder it is to return. I chatted to Marj and she reassured us that Zoe would cope back at mainstream.

“Zoe went back to mainstream in Grade 4, at the beginning of 2013. In April 2013 Marj reassessed Zoe and her marks had improved dramatically. Her form perception had gone from 38% to 97%, her visual memory had gone from 67% to 88% and her auditory memory had gone from 44% to 92%. Her report from school at the end of Grade 3 was not very good with Zoe scoring mainly 3 out of 7 for all subjects. However, her report from mainstream at the end of Grade 4 was much better with Zoe scoring mainly 5, one or two 4’s and even a few 6’s out of 7.

“During Grade 4 Zoe also received two weekly achiever awards for trying so hard to improve her classwork. She also received a bronze certificate for obtaining 10 merits.

“Thanks to Edublox Zoe has improved so much in every area. Zoe will continue with Edublox so that she can continue to improve and reach her full potential.”

Thank you
Jillian and Mark Oliver


Zoe Oliver


Click here for 590+ success stories

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