Postural control and automaticity in dyslexic children: The relationship between visual information and body sway

Barela, José Ângelo; Dias, Josenaldo Lopes; Godoi, Daniela; Viana, André Rocha; Freitas, Paulo Barbosa de

doi:10.1016/j.ridd.2011.03.011

Cited by 44 publications

(64 citation statements)

References 22 publications

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“…Based on our findings, we could assume that dyslexic children are not able to use sensorial inputs in order to assure good postural control particularly when they have to perform a dual task. This hypothesis is in line with the study of Barela et al [72].…”

Section: Discussionsupporting

confidence: 93%

Effect of a Dual Task on Postural Control in Dyslexic Children

et al. 2012

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Several studies have examined postural control in dyslexic children; however, their results were inconclusive. This study investigated the effect of a dual task on postural stability in dyslexic children. Eighteen dyslexic children (mean age 10.3±1.2 years) were compared with eighteen non-dyslexic children of similar age. Postural stability was recorded with a platform (TechnoConcept®) while the child, in separate sessions, made reflex horizontal and vertical saccades of 10° of amplitude, and read a text silently. We measured the surface and the mean speed of the center of pressure (CoP). Reading performance was assessed by counting the number of words read during postural measures. Both groups of children were more stable while performing saccades than while reading a text. Furthermore, dyslexic children were significantly more unstable than non-dyslexic children, especially during the reading task. Finally, the number of words read by dyslexic children was significantly lower than that of non-dyslexic children and, in contrast to the non-dyslexic children. In line with the U-shaped non-linear interaction model, we suggest that the attention consumed by the reading task could be responsible for the loss of postural control in both groups of children. The postural instability observed in dyslexic children supports the hypothesis that such children have a lack of integration of multiple sensorimotor inputs.

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Section: Discussionsupporting

confidence: 93%

Effect of a Dual Task on Postural Control in Dyslexic Children

et al. 2012

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“…Larger between-group differences may result from the application of more difficult and complex paradigms, for example those involving sensory modulation [13], perturbation of the consistency of the standing surface [16], or the presence of a secondary, distractor task [44]. Dual task environments in particular have been argued to provide superior paradigms for measuring the ability to automate motor tasks, because the presence of the secondary task requires reallocation of attention resources away from the primary task (for e.g., postural control), resulting in performance decrements and thereby mitigating against ceiling performance.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the prominence of phonological deficits as a potent risk factor [6]–[9], the phenotype of dyslexia often encompasses a broad constellation of information processing deficits that extend well-beyond the phonological domain [10]–[12]. One of these areas is in motor control, where previous studies have reported difficulties in measures of balance and posture that are associated both with dyslexia [13]–[18] and with reading skills across the range of abilities in the general population [19]. Nicolson, Fawcett & Dean [20] proposed that the apparent link between balance and reading in dyslexia may result from mild impairment of the development and functioning of the cerebellum.…”

Section: Introductionmentioning

confidence: 99%

Postural Control Is Not Systematically Related to Reading Skills: Implications for the Assessment of Balance as a Risk Factor for Developmental Dyslexia

et al. 2014

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Impaired postural control has been associated with poor reading skills, as well as with lower performance on measures of attention and motor control variables that frequently co-occur with reading difficulties. Measures of balance and motor control have been incorporated into several screening batteries for developmental dyslexia, but it is unclear whether the relationship between such skills and reading manifests as a behavioural continuum across the range of abilities or is restricted to groups of individuals with specific disorder phenotypes. Here were obtained measures of postural control alongside measures of reading, attention and general cognitive skills in a large sample of young adults (n = 100). Postural control was assessed using centre of pressure (CoP) measurements, obtained over 5 different task conditions. Our results indicate an absence of strong statistical relationships between balance measures with either reading, cognitive or attention measures across the sample as a whole.

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“…Despite differences in automaticity being a compelling suggestion, it is necessary to further explain “automaticity of what”? We have recently demonstrated using the moving room paradigm (i.e., paradigm used to observe the effect of dynamic changes in the visual environment on postural sway) that dyslexic children couple sensory information to body oscillation slightly different than their peers in upright stance while visual information was manipulated [10]. Based upon these results, we further suggested that motor performance of dyslexic individuals would be affected by their difficulty to transform multiple sensory cues available in relevant information to perform purposeful task in an automatic manner.…”

Section: Introductionmentioning

confidence: 99%

Sensorimotor Integration in Dyslexic Children under Different Sensory Stimulations

et al. 2013

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Dyslexic children, besides difficulties in mastering literacy, also show poor postural control that might be related to how sensory cues coming from different sensory channels are integrated into proper motor activity. Therefore, the aim of this study was to examine the relationship between sensory information and body sway, with visual and somatosensory information manipulated independent and concurrently, in dyslexic children. Thirty dyslexic and 30 non-dyslexic children were asked to stand as still as possible inside of a moving room either with eyes closed or open and either lightly touching a moveable surface or not for 60 seconds under five experimental conditions: (1) no vision and no touch; (2) moving room; (3) moving bar; (4) moving room and stationary touch; and (5) stationary room and moving bar. Body sway magnitude and the relationship between room/bar movement and body sway were examined. Results showed that dyslexic children swayed more than non-dyslexic children in all sensory condition. Moreover, in those trials with conflicting vision and touch manipulation, dyslexic children swayed less coherent with the stimulus manipulation compared to non-dyslexic children. Finally, dyslexic children showed higher body sway variability and applied higher force while touching the bar compared to non-dyslexic children. Based upon these results, we can suggest that dyslexic children are able to use visual and somatosensory information to control their posture and use the same underlying neural control processes as non-dyslexic children. However, dyslexic children show poorer performance and more variability while relating visual and somatosensory information and motor action even during a task that does not require an active cognitive and motor involvement. Further, in sensory conflict conditions, dyslexic children showed less coherent and more variable body sway. These results suggest that dyslexic children have difficulties in multisensory integration because they may suffer from integrating sensory cues coming from multiple sources.

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Postural control and automaticity in dyslexic children: The relationship between visual information and body sway

Cited by 44 publications

References 22 publications

Effect of a Dual Task on Postural Control in Dyslexic Children

Effect of a Dual Task on Postural Control in Dyslexic Children

Postural Control Is Not Systematically Related to Reading Skills: Implications for the Assessment of Balance as a Risk Factor for Developmental Dyslexia

Sensorimotor Integration in Dyslexic Children under Different Sensory Stimulations

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