Pursuit eye movements in dyslexic children: evidence for an immaturity of brain oculomotor structures?

: Dyslexia is a disorder found in 5-10% of school-aged children. Several studies reported visual deficits and oculomotor abnormalities in dyslexic children. The objective of our study was to examine horizontal pursuit performance in dyslexic children, despite its poor involvement in reading.

Vestibular Functioning in Children with Neurodevelopmental Disorders Using the Functional Head Impulse Test.

Several studies in children with neurodevelopmental disorders (NDDs) including autism spectrum disorders (ASDs), reading impairment, or attention deficit/hyperactive disorder (ADHD) pointed toward a potential dysfunction of the vestibular system, specifically in its complex relationship with the cerebellum. The aim of the present study was to test the functional vestibulo-ocular reflex (VOR) responses in children with NDDs to measure functional performance of the vestibular system. The VOR is specifically involved in this stabilization of the image on the retina during rapid movements of the head.

Visual Attentional Training Improves Reading Capabilities in Children with Dyslexia: An Eye Tracker Study During a Reading Task.

Dyslexia is a specific disorder in reading abilities. The aim of this study was to explore whether a short visual attentional training could improve reading capabilities in children with reading disorders by changing their oculomotor characteristics. Two groups (G1 and G2) of 25 children with reading disabilities and who are matched in IQ (intelligence quotient), sex, and age participated in the study.

Impact of Somatosensory Input Deficiency on Subjective Visual Vertical Perception in Children With Reading Disorders.

Preliminary evidence indicated that children with a reading disorder (RD) may have deviance in their ability to perform high demanding cognitive tasks, such as reading, depending on somatosensory inputs. Until now, only anecdotical reports suggested that improving somatosensory inputs may influence their ability to maintain a stable perception of the visual world despite continuous movements of our eyes, head, and body. Here, we investigated whether changes in upright perception, the subjective visual vertical (SVV), were modulated by somatosensory inputs in a group of children with RD.

Effect of different font sizes and of spaces between words on eye movement performance: An eye tracker study in dyslexic and non-dyslexic children.

The aim of the present study was to explore the possible change in eye movement performance in a group of dyslexic and non-dyslexic children reading four lines of a text with different font sizes and spaces between the words. Fifteen dyslexic children from 7 to 12 years old and two groups of fifteen non-dyslexic children, respectively reading and chronological age-matched group, participated in this study. Horizontal eye movements from both eyes were recorded by a video-system (EyeBrain T2®) while the children were reading a text.

Developmental Eye Movement test and dyslexic children: A pilot study with eye movement recordings.

The goal of this study is to explore eye movement recordings during the Developmental Eye Movement (DEM) test in dyslexic and non-dyslexic children. Thirteen children with dyslexia, 13 non-dyslexic chronological age- and IQ-matched children and 13 non-dyslexic reading age- and IQ-matched children were examined. Test C of the DEM test was performed with and without eye movement recordings (eye tracker by SuriCog).

Eye movement and postural sway in dyslexic children during sitting and standing.

In this study, we investigated the eye movement and postural control performance in dyslexic children while reading text and performing Landolt reading when sitting and standing. Fifteen dyslexic and 15 non-dyslexic children were asked to sit in a chair while the eye movements were recorded, and were then asked to stand on an unstable platform while eye movements and postural sway were recorded simultaneously at the time of Landolt reading and text reading. Eye movements were recorded binocularly by Mobile EyeBrain Tracker (MobileT2, SuriCog) and center of pressure excursions were recorded by Multitest Equilibre (by Framiral).

Interactions between eye movements and posture in children with neurodevelopmental disorders.

In everyday life, our activities frequently involve the simultaneous performance of two or more tasks. Sharing attention between two concurrent tasks may result in a decrease in performance specifically among children with neurodevelopmental disorders. The objective of the study was to determine whether the influence of postural conditions (sitting condition, single task; standing condition, dual task) on eye movement performances on three visual tasks with high attentional load (visually-guided saccade task, memory-guided saccade task and fixation task) was different in children with neurodevelopmental disorders (attention deficit and hyperactive disorder, dyslexia, and high functioning autism spectrum disorder) when compared to typically developing children.

Effect of colored filters on reading capabilities in dyslexic children.

Aim: The aim of the present study was to examine the effects of colored filters on reading performance and eye movement control in children with and without dyslexia.

Methods: Eighteen children with dyslexia and 18 children without dyslexia were seated on a chair with their heads stabilized by a forehead and chin support. The children read different texts under the following three filter conditions: no filter, yellow filter, and green filter.

Eye movements and postural control in dyslexic children performing different visual tasks.

The aim of this study was to examine eye movements and postural control performance among dyslexic children while reading a text and performing the Landolt reading task. Fifteen dyslexic and 15 non-dyslexic children were asked to stand upright while performing two experimental visual tasks: text reading and Landolt reading. In the text reading task, children were asked to silently read a text displayed on a monitor, while in the Landolt reading task, the letters in the text were replaced by closed circles and Landolt rings, and children were asked to scan each circle/ring in a reading-like fashion, from left to right, and to count the number of Landolt rings.

Vertical disconjugacy during reading in dyslexic and non-dyslexic children.

Purpose: The objective of this study was to explore vertical binocular coordination in dyslexic and non-dyslexic children during saccades and post-saccadic fixation period while reading a text.

Methods: Binocular eye movements were recorded by an infrared system (Mobile T2, SuriCog) in thirty-six dyslexic children from 7.3 to 13.

Discriminant validity of spatial and temporal postural index in children with neurodevelopmental disorders.

Autism, learning disabilities and attention deficit/hyperactive disorder are often comorbid disorders. In order to try and find some markers that might be transnosographic, we hypothesized that abnormal postural sway profiles may discriminate children with neurodevelopmental disorders (NDDs) from typically developing children. The aim of our study was thus to compare spatial and temporal measures of the Center of Pressure in three distinct groups of children with NDDs (high functioning autism spectrum disorders, learning disabilities (dyslexia) and attention deficit/hyperactive disorders) and in typically developing children.

Postural Control in Children with Dyslexia: Effects of Emotional Stimuli in a Dual-Task Environment.

The aim of this study was to compare the visual exploration strategies used during a postural control task across participants with and without dyslexia. We simultaneously recorded eye movements and postural control while children were viewing different types of emotional faces. Twenty-two children with dyslexia and twenty-two aged-matched children without dyslexia participated in the study.

Influence of both cutaneous input from the foot soles and visual information on the control of postural stability in dyslexic children.

Dyslexic children show impaired in postural stability. The aim of our study was to test the influence of foot soles and visual information on the postural control of dyslexic children, compared to non-dyslexic children. Postural stability was evaluated with TechnoConcept platform in twenty-four dyslexic children (mean age: 9.

Differences between Dyslexic and Non-Dyslexic Children in the Performance of Phonological Visual-Auditory Recognition Tasks: An Eye-Tracking Study.

The object of this study was to explore further phonological visual-auditory recognition tasks in a group of fifty-six healthy children (mean age: 9.9 ± 0.3) and to compare these data to those recorded in twenty-six age-matched dyslexic children (mean age: 9.

Immaturity of Visual Fixations in Dyslexic Children.

To our knowledge, behavioral studies recording visual fixations abilities in dyslexic children are scarce. The object of this article is to explore further the visual fixation ability in dyslexics compared to chronological age-matched and reading age-matched non-dyslexic children. Fifty-five dyslexic children from 7 to 14 years old, 55 chronological age-matched non-dyslexic children and 55 reading age-matched non-dyslexic children participated to this study.

The Effect of Training on Postural Control in Dyslexic Children.

The aim of this study was to explore whether a short postural training period could affect postural stability in dyslexic children. Postural performances were evaluated using Multitest Equilibre from Framiral. Posture was recorded in three different viewing conditions (eyes open fixating a target, eyes closed and eyes open with perturbed vision) and in two different postural conditions (on stable and unstable support).

The influence of oculomotor tasks on postural control in dyslexic children.

Dual task is known to affect postural stability in children. We explored the effect of visual tasks on postural control in thirty dyslexic children. A selected group of thirty chronological age-matched non-dyslexic children (mean age: 9.

Spatial and temporal analysis of postural control in dyslexic children.

Objective: The aim of this study is to examine postural control of dyslexic children using both spatial and temporal analysis.

Methods: Thirty dyslexic (mean age 9.7±0.

Binocular saccade coordination in reading and visual search: a developmental study in typical reader and dyslexic children.

Studies dealing with developmental aspects of binocular eye movement behavior during reading are scarce. In this study we have explored binocular strategies during reading and visual search tasks in a large population of dyslexic and typical readers. Binocular eye movements were recorded using a video-oculography system in 43 dyslexic children (aged 8-13) and in a group of 42 age-matched typical readers.

Vertical saccades in dyslexic children.

Vertical saccades have never been studied in dyslexic children. We examined vertical visually guided saccades in fifty-six dyslexic children (mean age: 10.5±2.

Effect of visual attention on postural control in children with attention-deficit/hyperactivity disorder.

We compared the effect of oculomotor tasks on postural sway in two groups of ADHD children with and without methylphenidate (MPH) treatment against a group of control age-matched children. Fourteen MPH-untreated ADHD children, fourteen MPH-treated ADHD children and a group of control children participated to the study. Eye movements were recorded using a video-oculography system and postural sway measured with a force platform simultaneously.

The effect of a Stroop-like task on postural control in dyslexic children.

The influence of a secondary task on concurrent postural control was explored in twenty-one dyslexic children (mean age: 10.4 ± 0.3 years).

Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort.

Dyslexia is one of the most common childhood disorders with a prevalence of around 5-10% in school-age children. Although an important genetic component is known to have a role in the aetiology of dyslexia, we are far from understanding the molecular mechanisms leading to the disorder. Several candidate genes have been implicated in dyslexia, including DYX1C1, DCDC2, KIAA0319, and the MRPL19/C2ORF3 locus, each with reports of both positive and no replications.

The effect of a cognitive task on the postural control of dyslexic children.

We explore the influence of a secondary cognitive task on concurrent postural control in dyslexic children. Seventeen children with dyslexia (DYS) were compared with thirteen non-dyslexic children (NDYS). Postural control was recorded in Standard Romberg (SR) and Tandem Romberg (TR) conditions while children, in separate sessions, have to fixate on a target and name simple objects appearing consecutively on a computer screen.