It is one of the most numerous inconveniences in class and, at the same time, one of the most hidden. We talk about the crossed lateralityThis is a problem that can be very harmful to children if it is not detected and addressed in time. In fact, it often goes undetected unless we pay close attention to the students' behavior, which can sometimes be quite strange, especially when they begin to... formal learning of reading, writing, and arithmetic.
In the first place, we will say that crossed laterality is the preference (to call it something) that some people show on different sides of their body. We all have a dominant side: hand, eye, foot, and ear that we use more often. When that preference is consistent (for example, right hand, foot, and eye), we speak of homogeneous laterality And, in principle, there won't be any problems. The issue arises when this organization isn't so clear or is crossed (for example, right hand and left eye), which causes... problems with learning, spatial orientation, attention, and coordinationThese issues are clearly a headache for families, teachers, and especially for the child. Furthermore, crossed laterality can influence sensory perception (visual and auditory) and sensory integration, increasing fatigue and making it difficult to process information in the classroom.
What exactly is crossed laterality?
In the event that they have this problem, we could say that they suffer from crossed laterality, presenting ailments or difficulties in attention, fatigue levels, and performance. Laterality is related to how one... organizes the brain to process information. When hand, foot, eye, or ear dominance is crossed or immature, this organization may not be fully fine-tuned and certain challenges may arise:
- Difficulty to differentiate left and right and to orient oneself in space.
- Letter and number investments such as confusing b with d, p with q, or reversing numbers.
- Slow readingwith poor rhythm, line breaks, or loss of position in the text.
- Disorganized writing, poor directionality, disorientation on the page or mirror writing.
- Motor clumsinessproblems with fine motor coordination (writing, cutting) and gross motor coordination (sports, jumping).
- Low attention or rapid fatigue when reading and writing, which can be mistaken for a lack of interest.
Up to approximately 4 or 5 years Laterality isn't very important, since the child is still developing. It's from that age onward that formal learning begins at school, and the child needs to understand... symbols such as letters and numbers, when it is crucial that laterality is well defined or, at least, assessed to prevent crossed laterality problems.
How does crossed laterality affect school performance?
To give you an idea, students often have difficulties in the reading, calculations, and writingTo name a few. Children with crossed laterality show:
- Reading and writing problems and difficulties in automating reading and writing.
- Common mistakes in the directionality (read or write from right to left, skip lines).
- Investment in reading and writing numbers and letters, something very common in this profile.
- Spatial and temporal disorientation, with problems following sequences or remembering the order of steps.
- Psychomotor clumsiness and of rhythm, which is noticeable in games, sports, dance or general coordination.
That doesn't mean all children with crossed laterality have dyslexia, dysgraphia, or ADHD, but it can be a contributing factor because it makes the process of learning to read, write, and do arithmetic more difficult and tiring. That's why it's so important. observe calmly how they read, write, move and orient themselves in space, and also consider signs related to sensory perception or greater visual and auditory fatigue.
Appropriate age and factors that influence laterality
If we assess laterality around 5 or 6 years of age, we can prevent problems Crossed laterality and support strategies should be designed before the child experiences significant academic difficulties. Crossed laterality depends on several factors:
- Genetic, related to the development of the nervous system.
- Environment and education, such as right-handed or left-handed role models in the family or at school.
- Learning styles and early experiences of movement and play.
- Social factorssuch as pressure to use a specific hand or a lack of opportunities to play and move around.
It is important to differentiate between a natural ambidextrous preference (being quite skilled with both hands, for example) and a crossed laterality disorder, where the lack of clear dominance does generate academic and coordination difficulties.
What can be done from home to help the child
However, we must work to improve these aspects and overcome the associated difficulties, because crossed laterality itself is not a disease, but a developmental characteristic that, with proper support, doesn't have to be an obstacle. At home, you can help with simple and fun activities:
- Strengthen bilateral coordination: games that involve using both hands and feet (throwing and catching balls, skipping rope, touching the right knee with the left elbow, etc.).
- Artistic activities: drawing, painting, modeling with plasticine or building with blocks to improve fine motor skills and eye-hand coordination.
- Right and left games: give instructions using these concepts and design small obstacle courses at home.
- Puzzles and constructions: ideal for reinforcing spatial orientation and organization in space.
- Visual and auditory discrimination games: word searches, spot the difference, visual memory games and guessing sounds or repeating sequences.
- Stable routines and organized spaces that facilitate concentration and time management.
The key is in the play, patience, and repetition of activities that reinforce coordination and orientation without pressuring the child or forcing him to use a side of the body that is not his dominant one.
Professional intervention and why dominance should not be forced
If you detect it, we recommend that you get going and stop it with the help of some Experience (Educator, educational psychologist, speech therapist, behavioral optometrist, or pediatric ophthalmologist, depending on the case). Only in this way will you be able to minimize its impact on the child's learning and self-esteem.
Before prescribing exercises to re-educate crossed laterality, it is essential to detailed evaluation Please note:
- Chronological age and maturity level.
- Capabilities literacy which he already handles.
- Language oral and written.
- potential associated dysfunctions (ADHD, specific learning difficulties, visual problems, etc.).
- School performance global and level of tiredness in classroom tasks.
The objectives of a well-planned intervention should be organize and set The functions are primarily associated with one of the cerebral hemispheres (left or right), always respecting the child's natural dominance and considering the possibility of ambidexterity. Under no circumstances is it recommended to force a right-handed child to become left-handed or vice versa, nor to try to change eye or hand dominance through patches, filters, or aggressive techniques, as this can create problems that did not exist before.
Even if you don't notice it, it wouldn't hurt to keep an eye on your children in order to prevent any future problems. It's better to be safe than sorry. prevent than cure the problems. Early detection, good coordination between family, school and professionals and respectful support allow many children with crossed laterality to be treated. overcome their difficultiesgain confidence and develop their full potential without laterality being a hindrance in their daily lives.