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

Instrument Description

The Laterality Test for Children 4–8 Years (LTCAY-28) is a developmental assessment instrument designed to evaluate lateral dominance in preschool and early school-age children.

Laterality refers to the preferential use and functional dominance of one side of the body during motor and sensory activities. The instrument assesses three major domains of lateral functioning:

• manual dominance (hand preference);
• visual dominance (eye preference);
• foot dominance (foot preference).

The LTCAY-28 consists of 28 tasks based on everyday activities using common objects such as pencils, scissors, and spoons. Through observation of the child’s spontaneous side preference, the test determines the child’s overall laterality pattern.

The possible laterality profiles include:

• Homogeneous laterality: consistent dominance of the same side across different functions.
• Heterogeneous laterality: different dominance patterns between hand, eye, and foot.
• Indifferent laterality: absence of a stable preference.

Objective

The primary objective of the LTCAY-28 is to assess lateral dominance and identify possible developmental difficulties related to laterality organization.

Specifically, the instrument aims to:

Assessment of Lateral Dominance

Determine the dominant side of the child during motor and sensory activities.

Identification of Developmental Difficulties

Detect possible variations in lateral organization that may be associated with:

• motor coordination;
• graphomotor skills;
• visual-motor integration;
• learning-related abilities.

Educational and Developmental Assessment

Provide useful information for professionals in psychology, education, and special education regarding the child’s developmental profile.

Structure of the Test

The LTCAY-28 includes 28 tasks organized into four main subscales:

Manual Laterality

Assesses hand preference during everyday activities.

Examples include:

• holding and using a pencil;
• cutting with scissors;
• manipulating objects.

Visual Dominance

Evaluates eye preference during activities requiring visual targeting and observation.

Foot Laterality

Assesses preferred foot use during motor activities.

Combined Skills

Examines the overall organization of laterality through combined motor and sensory tasks.

Standardization Sample

The test was standardized on a sample of 600 children aged 4–8 years, following an initial pilot application with a smaller sample.

The standardization process aimed to establish appropriate developmental criteria for evaluating laterality during preschool and early school years.

Administration and Scoring

The assessment is conducted using a structured recording protocol in which the examiner records the side selected by the child during each task.

The recording procedure identifies:

• right-side preference;
• left-side preference;
• alternating side use;
• absence of clear preference.

Specific symbols, such as + or γ, may be used according to the scoring protocol to record the child’s responses.

Special attention is given to situations in which the child demonstrates:

• hesitation;
• alternating hand or side use;
• unstable preference.

Scores from the individual subscales are combined to determine the child’s overall laterality profile.

Higher scores indicate stronger and more consistent lateral dominance, whereas lower scores may indicate weak or unstable laterality.

Data Analysis

Analysis of LTCAY-28 data may include:

Descriptive Statistics

Calculation of:

• frequencies of laterality patterns;
• mean scores by subscale;
• distribution of right- and left-side dominance.

Comparative Analysis

Differences may be examined between groups based on:

• age;
• gender;
• developmental level;
• educational setting.

Psychometric Analysis

Evaluation of the instrument may include:

• internal consistency analysis;
• test–retest reliability;
• inter-rater reliability;
• factor analysis of the subscales.

Reliability and Validity

The LTCAY-28 is evaluated within the framework of psychometric assessment of laterality and is compared with internationally recognized approaches, including laterality assessment methods developed by Harris and Oldfield.

Reliability evaluation focuses on:

• stability of results over time;
• agreement between evaluators;
• consistency of individual tasks.

Validity assessment examines whether the instrument appropriately reflects theoretical models of lateral dominance and developmental functioning.

Applications

The LTCAY-28 may be used in:

Educational Psychology

For assessing children with difficulties related to writing, reading, and visual-motor skills.

Special Education

For evaluating developmental characteristics of children with learning or motor difficulties.

Developmental Assessment

For monitoring the development of lateral organization during childhood.

Psychoeducational Intervention

For supporting the design of appropriate educational and therapeutic programs.

The LTCAY-28 is not a diagnostic instrument by itself. It is an assessment tool for lateral dominance that should be interpreted together with the child’s overall developmental, cognitive, motor, and educational profile.

References

Harris, A. J. (1938). Harris Tests of Lateral Dominance. New York: Psychological Corporation.

Oldfield, R. C. (1971). The assessment and analysis of handedness: The Edinburgh Inventory. Neuropsychologia, 9(1), 97–113.

Dellatolas, G., Tubert, P., Castresana, A., Mesbah, M., & Lazorthes, Y. (1988). Age and sex differences in laterality in children and adolescents. Laterality, 1, 37–48.

Cady, R. (1988). Assessment of Laterality in Children. Psychological Assessment Resources.

Vlegchos, F. (1998). Left-Handedness: Myths and Reality.

Santi, M., & Stavrou, G. (2008). The relationship between language and the development of laterality in preschool children.