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

Lorås, Håvard; Sigmundsson, Hermundur; Stensdotter, Ann-Katrin; Talcott, Joel B.

doi:10.1371/journal.pone.0098224

Cited by 13 publications

(18 citation statements)

References 47 publications

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“…On the contrary, our results showed no significant difference. In conclusion, the literature confirmed that the phenotype of dyslexia often encompasses many information processing deficits that extend well-beyond the phonological domain [37,48]. Previous studies have reported balance and postural deficits that are associated with dyslexia [18,23,49].…”

Section: Discussionsupporting

confidence: 64%

Evaluation of Podalic Support and Monitoring of Balance Control in Children with and without Dyslexia: A Pilot Study

et al. 2020

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Background: The American Psychiatric Association has identified dyslexia as a neurobiological disorder. The aim of the study was to evaluate podalic support, balance control, and dyslexia’s effects on interpersonal relationships. Methods: Fifty-seven subjects were enrolled for this study. The subjects were divided into two groups. The experimental group was composed of children with diagnosis of dyslexia. The control group was composed of healthy subjects. Each subject underwent baropodometry and posturographic analysis. In addition, the Multidimensional Self-esteem Assessment test by Bracken was used for a precise measurement of self-esteem in both groups (TMA). Results: The static baropodometry and posturographic results of the experimental group were significantly higher compared to the control group. The analysis showed significant differences: Surface left and right, Surface forefoot left, Surface forefoot right, Retro foot surface left, Retro foot surface right, and the Ellipse surface area. The test for multidimensional self-esteem assessment (TMA) analysis showed a significant difference. The Pearson correlation index showed a high correlation between the following parameters: Surface ellipse vs. TMA; Length of sway path vs. average speed of movement. Conclusion: The dyslexic children showed a flat-footed trend and an unstable balance compared with healthy subjects. Furthermore, the Multidimensional Self-Esteem test showed significantly lower self-assessments in the experimental group compared to control group.

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Section: Discussionsupporting

confidence: 64%

Evaluation of Podalic Support and Monitoring of Balance Control in Children with and without Dyslexia: A Pilot Study

et al. 2020

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“…The studies that confirm this influence, Loras et al 37 state, do not deal with the nature of this relationship nor explain it. Loras et al 37 find in his research that there is no statistically confirmed link between the abilities of balance and reading results on the cognitive tests or tests of attention. It should be noted that the sample consisted of 100 people aged above 20 years.…”

Section: Neuromotor Maturity and Reading Skillsmentioning

confidence: 99%

“…There are studies that explored the potential impacts of postural control on reading skills. Loras et al 37 state that there are opposing views on whether postural control affect the quality of reading. The studies that confirm this influence, Loras et al 37 state, do not deal with the nature of this relationship nor explain it.…”

Section: Neuromotor Maturity and Reading Skillsmentioning

confidence: 99%

“…Loras et al 37 state that there are opposing views on whether postural control affect the quality of reading. The studies that confirm this influence, Loras et al 37 state, do not deal with the nature of this relationship nor explain it. Loras et al 37 find in his research that there is no statistically confirmed link between the abilities of balance and reading results on the cognitive tests or tests of attention.…”

Section: Neuromotor Maturity and Reading Skillsmentioning

confidence: 99%

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Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?

Ivanović¹,

Ilić-Stošović²,

Nikolić³

et al. 2019

VOJNOSANIT PREGL

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Background/Aim. Studies that investigated the presence of soft neurological signs in terms of neuromotor immaturity and impact on the ability of reading, writing and calculation are rare. At school age, cognitive development in children of the typical population is monitored over, while much less was focused on motor development. This is one of the important reasons for conducting this research. The aim of this study is to determine whether neuromotor immaturity of children poses a risk for the adoption of the basic academic skills in school children. Most authors investigated the presence of dysgraphia, dyslexia and dyscalculia in clinically diagnosed conditions. Methods. The data were obtained by testing. To assess neuromotor maturity, The Developmental Screening Test was used. The quality of handwriting was evaluated according to the criteria proposed by Simner and Eidlitz. Quality of reading skills is assessed by the Three-dimensional Reading Test. Evaluation of the presence of difficulties in numeracy was performed by a series of adapted tasks, taken from the Romanian Screening Instrument for Dyscalculia. Results. The sample was divided into two groups of pupils according to the results. The groups consisted of students with and without the presence of neuromotor immaturity. There was a significantly higher prevalence of students with difficulties in reading, writing and numeracy in the group of neuromotor immature students. Conclusion. The results clearly indicated that neuromotor immaturity of children represents a risk to the adoption of the basic academic skills in children in school age. We believe that the school age is very important time to monitor motor development of a child to the same extent as the cognitive development. In this way, we would have the opportunity to intervene on time and reduce a possibility of school failure. Wider studies in this area are urgently needed.

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“…Regarding postural control, dyslexic children showed deteriorated performance when visual stimulus was degraded . Despite the association between reading abilities and postural control that is still controversial (Loras, Sigmundsson, Stensdotter, & Talcott, 2014;Rochelle & Talcott, 2006), poor performance in postural control in dyslexic children has been suggested to potentially be related to the manner in which sensory cues (from different sensory channels are integrated into proper motor activity (Barela, Dias, Godoi, Viana, & de Freitas, 2011). In this case, dyslexic children exhibit higher body sway and use visual cues less precisely to control body sway when compared to nondyslexic children .…”

mentioning

confidence: 99%

Dyslexic children need more robust information to resolve conflicting sensory situations

et al. 2019

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The study involved investigating dyslexic children's postural control responses when visual and somatosensory cues were separately manipulated. Twenty dyslexic and 19 nondyslexic children performed a trial by standing upright inside a moving room and another by lightly touching a moving bar. Both trials lasted 240 s with the following three different stimulus characteristics: low (pretransition), high (transition), and low amplitude (posttransition). Body sway magnitude and the relationship between the movement of the room/bar surface and body sway were examined. When compared to nondyslexic children, dyslexic children oscillated with higher magnitude in the transition and posttransition under visual and somatosensory manipulation; their sway was more influenced by visual manipulation in the transition and posttransition, and they used higher applied force levels in the somatosensory modality in all conditions. The results suggest that dyslexic children could not efficiently reweight visual cues when compared to nondyslexic children. The same was not observed in the somatosensory cues when dyslexic children reduced the influence of the somatosensory stimulus. The proper use of somatosensory information was related to stronger acquired cues and higher applied forces as observed for dyslexic children. Dyslexic children experience difficulties in dynamically reweighting sensory cues although these

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

Cited by 13 publications

References 47 publications

Evaluation of Podalic Support and Monitoring of Balance Control in Children with and without Dyslexia: A Pilot Study

Evaluation of Podalic Support and Monitoring of Balance Control in Children with and without Dyslexia: A Pilot Study

Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?

Dyslexic children need more robust information to resolve conflicting sensory situations

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