Dyslexia
Conditions
Keywords
Motor control, Proprioception
Brief summary
The investigators hypothesize that children with dyslexia present proprioceptive disorders and the purpose of the present study is to better understand relationships between motor control, proprioception and academic learnings. The investigators compare a group of French students with and without dyslexia aged 10-12.
Detailed description
2 groups of children (dyslexics and control) will be evaluated on 2 tasks: * Evaluation of the proprioception: Perception of the speed and Perception of the position * Evaluation of the motor learning: Estimation of state in the framework of a motor perturbation
Interventions
BEHAVIORALEvaluation of proprioception
Velocity perception and Position perception
BEHAVIORALEvaluation of motor learning
Motor accurancy and State Estimation with visual perturbations
BEHAVIORALEvaluation of written language
Text reading, Identifying words and Phonological awareness: phonemic blending and phonemic elision
Sponsors
Institut National de la Santé Et de la Recherche Médicale, France
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
BASIC_SCIENCE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
10 Years to 12 Years
Healthy volunteers
Yes
Inclusion criteria
for all children * Child with a French social security * School child * Native French speaker * right-handed * Normal or corrected vision * Without neurological or psychiatric histories * Agree to participate in the study in agreement with parental rights representatives For the dyslexic group : * pluridisciplinary diagnostic * never consulted for proprioception before * without any other leaning disorders like dysphasia * attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD) For the control group : * regular school attendance * never consulted for learning disabilities * No learning disorders known for their parents or siblings.
Exclusion criteria
for all children * genetic disorder * neurological or psychiatric history * Delayed psychomotor development * Reeducation or current treatment interfering with the evaluation
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Evaluation of proprioception through velocity perception | 1day | The ability to perceive motion at 3 different velocities for 3 different joints is assessed using a motorized ergometer. A passive movement is performed by the ergometer and children are tasked to press a button as soon as they feel the movement. We calculate the angle of detection for each speed and compare it between Dyslexic and healthy children. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Evaluation of proprioception through position perception | 1 day | The ability to perceive position is assessed using an ergometer that produces passive movements of 3 different amplitudes on the dominant arm. In a second time, the ergometer produces a passive movement of the same arm and children are tasked to press a button as soon as they feel they are in the exact previously-experienced position. We calculate the angular error and compare it between Dyslexic and healthy children. |
| Motor learning | 1 day | The ability to learn new motor tasks is assessed using virtual reality and motor acquisition systems. First we evaluate the motor accuracy and the state estimation by pointing tests. Then visual perturbations are introduced during pointing. Finally, we evaluate motor accuracy and state estimation again. |
| Text reading | 1day | The ability to read aloud a text is assessed using the French standardized test " Alouette ", which provide accuracy in reading aloud age-normed texts (ratio between words that have been correctly read and all the words that have been read). |
| Phonological awareness: phonemic blending and phonemic elision | 1day | The ability to derive a phonemic pattern from distinct phonemic units or to substitute a phonemic pattern for another is assessed using the French standardized test " Nepsy2, phonological process " which provide standard deviation in reading aloud by the investigator. |
| Identifying words | 1day | The ability to identify words is assessed using the French standardized test " Timé3 ", which provide lexical level and delay reading in silent reading age-normed words. |
Countries
France
Contacts
PRINCIPAL_INVESTIGATORPatrick QUERCIA, dr
Unité Inserm d'affiliation : Laboratoire U1093 Cognition, Action et Plasticité Sensorimotrice
Outcome results
None listed