Proprioception and Sensorimotor Regulation Across the Day-Night Cycle in Developmental Dyslexia: Toward an Embodied...

Area of Science:

• Neuroscience
• Developmental Psychology
• Cognitive Science

Background:

• Sensorimotor differences are noted in developmental dyslexia, often linked to phonological deficits.
• An embodied cognition view suggests reading acquisition involves bodily regulation, multisensory integration, and neural plasticity.
• Proprioception is vital for spatial orientation and motor control, while sleep aids skill consolidation.

Purpose of the Study:

• To investigate if proprioceptive processing and sensorimotor regulation variations affect multisensory stability and reading development in dyslexia.
• To explore Martins da Cunha's hypothesis on proprioception's role in dyslexia.

Main Methods:

• Narrative synthesis of clinical observations and experimental studies on proprioception in children with dyslexia.
• Analysis of postural regulation, proprioceptive acuity, visuospatial tasks, multisensory interactions, and sleep-wake regulation.

Main Results:

• Children with dyslexia exhibit proprioceptive processing differences linked to postural, visuospatial, and multisensory task variations.
• Some individuals show reduced proprioceptive acuity, correlating with reading measures.
• Nocturnal physiological regulation may interact with daytime sensorimotor stability and attention.

Conclusions:

• Variations in sensorimotor regulation across the sleep-wake cycle may impact multisensory processing and attention for reading acquisition.
• Proprioception is a complementary factor, not a sole explanation, for dyslexia heterogeneity.
• Further research is needed on sensorimotor regulation, sleep plasticity, and learning.