Children with Dyslexia Benefit from Short Combined Reading and Motor Training: Objective Measures Assessed by Eye Movements and Postural Sway Recordings

Abstract

Background/Objectives: Children with dyslexia report poor motor control; several studies have shown poor eye movements control during reading and important body instability in these children. The present study aimed to test in children whether reading and postural abilities in children with dyslexia could benefit from a short combined reading and postural training program. Methods: Thirty-two children with dyslexia were randomly assigned to training group (G1) or control group (G2). All participants completed eye movements recording during reading and postural recording under an unstable support before and after the intervention. G1 underwent a 10 min combined reading and postural training while G2 had a 10 min rest. During reading, the reading time, the duration of fixations, as well as the occurrence, amplitude, and number of forward saccades (saccades from the left to the right) and backward saccades (saccades from the right to the left) were measured. The PII (postural instability index) was measured under unstable support. G1 exhibited a significant decrease after training in reading time, fixation duration, and the number of forward saccades. Furthermore, we observed a significant reduction in postural instability. In contrast, G2 failed to show any significant changes in eye movements and postural recordings. Conclusions: We suggest such a combined reading and postural training approach could help dyslexic children to improve motor abilities. Adaptive mechanisms through improved cerebellar activity could be responsible for such motor enhancement.