|Beitragstitel||Effect of a Sensory-motor exercise program on motor proficiency and reading in children with dyslexia|
Background: Dyslexia as a disability with neurobiological origin affects about 4% of school-aged children. While different studies have indicated a high probability of motor skills impairment in children with dyslexia which interfere in the learning and acquisition of prerequisite skills for academic achievement, less is known as regards the impact of a sensory-motor based intervention in children with dyslexia. We aimed to investigate the effect of such program on reading and motor skills of children with dyslexia.
Method: 16 children with dyslexia aged 7-8 years were recruited from a center for learning disabilities and assigned randomly into experimental and control groups(N=8). The experimental group underwent sixteen 45-minutes sessions of a sensory-motor program included different fine and gross motor activities put demands on different sensory systems. The participants were assessed by Bruininks-Oseretsky Test of Motor Proficiency(BOT-2) and Reading and Dyslexia Test(NEMA) in a pre-posttest design.
Results: The results of t-test showed a significant difference between pre and post-test in fine and gross motor skills. Reading skill was also significantly enhanced in the experimental group.
Conclusion: Sensory-motor based exercise enhances motor proficiency and reading skill in children with dyslexia. Therefore, these exercises could be used by therapists to mitigate impairments in children with dyslexia. The results are explainable by the cerebellar deficit hypothesis.