The impact of sensorimotor with cognitive engagement training on reading and eye movement in developmental dyslexia

Abstract

Dyslexia is associated with difficulty in mastering reading and writing, but also with poor performance in several motor tasks. Therefore, this study examined the effects of an intervention program involving sensorimotor and cognitive engagement on the reading performance and eye movements of children with dyslexia. Eleven dyslexic children (10.7 ± 1.7 years old) read texts displayed in an iPad, wearing an eye-tracking system. Total reading time, fixation, and saccades were obtained during reading. The children also performed manual coordination (9-hole peg) and agility (squared test) tests. After a 2-month enrollment in an intervention motor skill program, with 60-min sessions, twice a week, associated with cognitive challenge, the children performed the reading and motor tests again. Results showed that children enjoyed and engaged the program activities, and total reading time decreased, associated also to fixation duration decreasing. No difference was observed for the manual coordination and agility tests. These results suggest that an intervention program comprising a combination of sensory-motor and cognitive engagement of dyslexic children improves their reading performance and such improvement is related to eye movement changes.