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

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.