Titre :

Proprioceptive intervention improves reading performance in developmental dyslexia: An eye-tracking study

Auteur(s) :

Virlet, Luc [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Sparrow, Laurent [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Barela, JA [Auteur]
Universidade Estadual Paulista Júlio de Mesquita Filho = São Paulo State University [UNESP]
Berquin, P [Auteur]
Groupe de Recherche sur l'Analyse Multimodale de la Fonction Cérébrale - UMR INSERM_S 1105 UPJV [GRAMFC]
Bonnet, Cédrick T. [Auteur]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Titre de la revue :

Research in Developmental Disabilities

Numéro :

153

Pagination :

104813

Éditeur :

Elsevier

Date de publication :

2024-07-24

ISSN :

0891-4222

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

Developmental dyslexia is characterized by difficulties in learning to read, affecting cognition and causing failure at school. Interventions for children with developmental dyslexia have focused on improving linguistic ...
Lire la suite >Developmental dyslexia is characterized by difficulties in learning to read, affecting cognition and causing failure at school. Interventions for children with developmental dyslexia have focused on improving linguistic capabilities (phonics, orthographic and morphological instructions), but developmental dyslexia is accompanied by a wide variety of sensorimotor impairments. The goal of this study was to examine the effects of a proprioceptive intervention on reading performance and eye movement in children with developmental dyslexia. Nineteen children diagnosed with developmental dyslexia were randomly assigned to a regular Speech Therapy (ST) or to a Proprioceptive and Speech Intervention (PSI), in which they received both the usual speech therapy and a proprioceptive intervention aimed to correct their sensorimotor impairments (prism glasses, oral neurostimulation, insoles and breathing instructions). Silent reading performance and eye movements were measured pre- and post-intervention (after nine months). In the PSI group, reading performance improved and eye movements were smoother and faster, reaching values similar to those of children with typical reading performance. The recognition of written words also improved, indicating better lexical access. These results show that PSI might constitute a valuable tool for reading improvement children with developmental dyslexia .Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

• Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Équipe(s) de recherche :

Équipe Action, Vision et Apprentissage (AVA)

Date de dépôt :

2024-08-19T12:20:58Z
2024-08-19T12:27:22Z
2024-08-21T09:18:24Z