Laterality Test for Children Aged 4–8 Years [LTCAY-28]

Purpose

The purpose of the test is to diagnose lateral dominance, that is, the dominant side in manual, visual, and foot-related functions, as well as to detect related disorders in children aged 4 to 8 years.

Description

The test consists of 28 tasks based on everyday objects such as a pencil, scissors, and a spoon. These tasks are organized into four subscales: manual performance, visual dominance, foot preference, and combined skills. Through these, the child’s type of laterality is determined, which can be homogeneous, heterogeneous, or indifferent.

Sample

The test was standardized on a sample of 600 children aged 4–8 years, following a pilot study on a smaller group.

Scoring

The procedure includes a protocol with vertical columns indicating right or left preference. Symbols such as “+” or “γ” are used to record the child’s choices. Special instructions are provided for recording hesitations or side-switching during the tasks.

Scale Analysis

The main goal is the evaluation of lateral dominance, particularly for identifying difficulties that may be related to development. The test is intended for professionals in psychology and pedagogy. The 28 tasks are distributed across four subscales, each examining a different type of lateral preference. Each task is scored according to the side preferred by the child, and the total values from the subscales are combined to determine the final type of laterality. Scores may range from 0, indicating indifference, to high values reflecting strong unilaterality. For example, a high score in the manual subscale indicates strong right-handedness or left-handedness.

Validity and Reliability

The test is currently undergoing validation against international standards, such as those of Harris and Oldfield. Reliability is also being examined, with an emphasis on internal consistency and stability of results.

References

From the Greek literature, a relevant work is that of F. Vlechou (1998), titled Left-Handedness: Myths and Reality. From the international literature, indicative references include Cady (1988), Dellatolas and colleagues (1988), Harris (1938), and Oldfield (1971). More recent sources include the work of Santi and Stavrou (2008), which explores the relationship between language and the development of laterality in preschool children.