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Titre du document / Document title

Impaired balancing ability in dyslexic children

Auteur(s) / Author(s)

STOODLEY Catherine J. (1) ; FAWCETT Angela J. (2) ; NICOLSON Roderick I. (2) ; STEIN John F. (1) ;

Affiliation(s) du ou des auteurs / Author(s) Affiliation(s)

(1) University Laboratory of Physiology, University of Oxford, Oxford, OX1 3PT, ROYAUME-UNI
(2) Department of Psychology, Sheffield University, Sheffield, ROYAUME-UNI

Résumé / Abstract

Children with developmental dyslexia struggle to learn to read and spell despite adequate intelligence and educational opportunity. Several lines of research are attempting to establish the neurobiological basis of dyslexia, and low-level sensory and motor deficits have been found in dyslexic populations; furthermore, behavioural and imaging data point to cerebellar dysfunction in dyslexia. To investigate this, normal readers (n=19) and children with developmental dyslexia (n= 16) were asked to perform various cognitive, literacy, and balancing tasks. Children balanced on the left or right foot, with eyes open or closed, for a period of 10 s during which their movements were recorded with a motion-tracking system. Dyslexic children were less stable than the control children in both eyes-open conditions (left foot P=0.02, right foot P=0.012). While there were no group differences during the eyes-closed conditions, the dyslexic children dropped a foot to correct balance significantly more often than control children (P<0.05). Incidence analysis showed that 50% of the dyslexic group fell into the 'impaired' category on the eyes-open balancing tasks; when the mean balancing scores and the foot drops were considered, only three of our dyslexic children showed no evidence of balancing difficulties. There were strong correlations between reading and spelling scores and the mean eyes-open balancing score (r=0.52 and 0.44, respectively). Thus, while not all children with developmental dyslexia show impaired balancing skills, low-level motor dysfunction may be associated with impaired literacy development. This could be due to several factors, including the involvement of the cerebellum, the magnocellular system, or more general developmental immaturity.

Revue / Journal Title

Experimental brain research    ISSN  0014-4819   CODEN EXBRAP 

Source / Source

2005, vol. 167, no3, pp. 370-380 [11 page(s) (article)] (1 p.1/4)

Langue / Language

Anglais

Editeur / Publisher

Springer, Heidelberg, ALLEMAGNE  (1966) (Revue)

Mots-clés anglais / English Keywords

Neurological disorder

;

Communication disorder

;

Visual system

;

Nervous system diseases

;

Central nervous system disease

;

Cerebral disorder

;

Reading disorder

;

Language disorder

;

Cerebellar disease

;

Motor skill

;

Posture

;

Eye

;

Dyslexia

;

Mots-clés français / French Keywords

Trouble neurologique

;

Trouble communication

;

Appareil visuel

;

Système nerveux pathologie

;

Système nerveux central pathologie

;

Encéphale pathologie

;

Trouble lecture

;

Trouble langage

;

Cervelet pathologie

;

Habileté motrice

;

Posture

;

Oeil

;

Dyslexie

;

Mots-clés espagnols / Spanish Keywords

Trastorno neurológico

;

Trastorno comunicación

;

Aparato visual

;

Sistema nervioso patología

;

Sistema nervosio central patología

;

Encéfalo patología

;

Trastorno lectura

;

Trastorno lenguaje

;

Cerebelar enfermedad

;

Habilidad motriz

;

Postura

;

Ojo

;

Dislexia

;

Mots-clés d'auteur / Author Keywords

Developmental dyslexia

;

Balance

;

Cerebellum

;

Magnocellular

;

Localisation / Location

INIST-CNRS, Cote INIST : 12535, 35400013527198.0070

Nº notice refdoc (ud4) : 17299860



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