Article

The aim of this study was to examine the connection between balance problems
and reading speed in children with and without a familial risk of dyslexia by
controlling for the effects of attention, hyperactivity, and cognitive and motor
functioning. METHOD: The prevalence of balance problems was studied in 94
children (48 females, 46 males) with a familial risk of dyslexia (at-risk group)
and 85 children (38 females,
47 males) without a risk of dyslexia (comparison
group). Further, the relationships between balance problems (at age 8y 6mo),
reading proficiency (at age 9y), attention-deficit-hyperactivity disorder (at age
8y), and cognitive (at age 8y 6mo) and motor functioning (at age 6y 6mo) were
examined. Inclusion criteria for the at-risk group were that at least one parent
had a confirmed reading problem and one or more of the parents' close relatives
also had a reading problem. The Good Balance System was used to assess static
standing balance, word-list and text reading tasks were used to measure reading
proficiency. The Behavioural Assessment System for Children - Parent Rating Scale
was used to assess attention-deficit-hyperactivity disorder, the Wechsler
Intelligence Scale for Children was used to assess cognitive functioning, and the
Movement Assessment Battery for Children was used to measure motor functioning.
RESULTS: Balance (F((1,177)) =4.82; p=0.029; =0.027) and reading (F((1,176))
=11.95; p=0.001; =0.064) problems were more common in the at-risk group than in
the comparison group. Furthermore, attention, hyperactivity, IQ, and motor
functioning were not related to balance problems. However, attention (F((1,154))
=10.80; p=0.001; =0.066) and IQ (F((1,170)) =22.08; p<0.001; =0.115) were
individually connected to reading speed. INTERPRETATION: Balance problems alone
could not produce any differences in reading skills. Instead, both balance
problems and reduced reading skills were mainly associated separately with a
familial risk of dyslexia. This indicates that there may be a shared genetic
mechanism between balance and reading problems.
CI - (c) The Authors. Developmental Medicine & Child Neurology (c) 2011 Mac Keith
Press.

Langue : ANGLAIS