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Assessing Dyslexia at Six Year of Age
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Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Primary reflex persistence in children with reading difficulties (dyslexia): a cross-sectional study

Martin McPhillips1, Julie-Anne Jordan-Black

  • 1School of Psychology, Queen's University, Belfast, Ireland. m.mcphillips@qub.ac.uk

Neuropsychologia
|October 13, 2006
PubMed

Insights

Persistent primary reflexes, like the asymmetrical tonic neck reflex (ATNR), significantly impact children's reading and spelling skills. This study suggests dyslexia may not be a distinct category but rather a spectrum of reading difficulties.

Area of Science:

  • Developmental Neuroscience
  • Educational Psychology
  • Pediatrics

Background:

  • Primary reflex systems typically emerge during fetal development and are inhibited within the first year of life.
  • Persistence of these early neurological systems may influence later cognitive and motor skill development.
  • Understanding the impact of retained reflexes is crucial for identifying developmental challenges in children.

Purpose of the Study:

  • To investigate the effects of a persistent primary reflex, specifically the asymmetrical tonic neck reflex (ATNR), on literacy skills in children.
  • To examine differences in ATNR persistence between dyslexic and non-dyslexic poor readers.
  • To explore demographic factors associated with ATNR persistence.

Main Methods:

  • A cross-sectional study involving 739 children aged 7-9 years from mainstream primary schools in Northern Ireland.
  • Standardized educational tests were used to assess literacy skills (reading, spelling, non-word reading) and verbal IQ.
  • A clinical diagnostic test identified the presence and level of the asymmetrical tonic neck reflex (ATNR).
  • Multiple regression and ANOVA were employed for statistical analysis.

Main Results:

  • Persistence of the ATNR was a significant predictor of lower attainments in reading, spelling, non-word reading, and verbal IQ.
  • No significant differences were found in literacy outcomes or ATNR levels between dyslexic and non-dyslexic poor readers.
  • Males and children from socially disadvantaged backgrounds exhibited significantly higher levels of persistent ATNR compared to females and non-disadvantaged children, respectively.

Conclusions:

  • The persistence of brainstem-mediated reflexes, such as the ATNR, can negatively affect the development of core educational skills in children attending mainstream schools.
  • Dyslexia may not represent a distinct diagnostic category but rather a continuum of reading difficulties, suggesting that all poor readers could be considered dyslexic.
  • Early identification and potential intervention for persistent primary reflexes may be beneficial for improving literacy outcomes.

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