Patterns of Cerebral Dominance Prevailing among Students Who Stutter and Their Non-Stuttering Counterparts: A comparative study

Abstract

Abstract

The study aimed to reveal the prevailing patterns of cerebral dominance among students who stutter and their non-stuttering counterparts. The sample of the study consisted of two groups of students in the age group of (9-12) years. The first group included (30) male and female stutterers, and the second group included (70) male and female students who did not stutter. The study used a cerebral dominance scale prepared by the researcher. The study followed a descriptive approach. The results of the study showed that the dominant cerebral dominance among students who stutter is the right pattern, with a total score of (18), with a percentage of (0.60). It was followed by the left pattern with a total score of (7), with a percentage of (0.223), and the complementary pattern came in last place with a total score of (5), with a rate of (0.116). The results of the study also showed that the dominant cerebral dominance among non-stuttering students is the integrative pattern, with a total score of (46) and a percentage of (0.657), followed by the left pattern with a total score of (18) and a percentage of (0.257), and the right pattern came in last place, with a total score of (6) and a percentage of (0.085). The results of the study also showed that there were statistically significant differences at the level of significance (α = 0.01) in the patterns of brain dominance between the repetitions of the scores of the three patterns of brain dominance (right, left, and integrative) among students who stutter, in favor of the right-handed type. The results of the study also showed that there are no statistically significant differences in the patterns of cerebral dominance due to the variable of gender (males, females). The study recommended the need to urge teachers and specialists to pay attention to the patterns of cerebral dominance in children who stutter. And taking into account their preferred style, when teaching them using multiple strategies and various means to activate the work of both hemispheres of the brain while processing information.