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

Area of Science:

• Neuroscience
• Developmental Psychology
• Speech-Language Pathology

Background:

• Developmental dyslexia involves reading difficulties impacting academic success.
• Traditional interventions focus on linguistic skills, often overlooking associated sensorimotor impairments.

Purpose of the Study:

• To investigate the efficacy of a proprioceptive intervention combined with speech therapy (PSI) for children with developmental dyslexia.
• To assess the impact of PSI on reading performance and eye movement patterns.

Main Methods:

• Nineteen children with developmental dyslexia were randomized into two groups: regular Speech Therapy (ST) or Proprioceptive and Speech Intervention (PSI).
• The PSI group received standard speech therapy plus a proprioceptive program including prism glasses, oral neurostimulation, insoles, and breathing exercises.
• Reading performance and eye movements were evaluated before and after a nine-month intervention period.

Main Results:

• The PSI group demonstrated significant improvements in silent reading performance and eye movement efficiency (smoother, faster).
• Lexical access, indicated by written word recognition, also improved in the PSI group.
• Eye movement metrics in the PSI group approached those observed in typically developing readers.

Conclusions:

• Proprioceptive and Speech Intervention (PSI) shows promise as an effective tool for enhancing reading abilities in children with developmental dyslexia.
• Addressing sensorimotor impairments alongside linguistic deficits may be crucial for comprehensive dyslexia intervention.