The effect of auditory pacing on period stability and temporal consistency in children with and without dyslexia co-existing motor dysfunction.

The primary purpose of this study was to examine the effect of auditory pacing on period stability and temporal consistency of a dual motor task in children with and without dyslexia and with varying amounts of motor deficiency. Fifty-four children were divided into groups based on dyslexia diagnosis and score on the Movement Assessment Battery for Children-Second Edition (Movement ABC-2). Participants performed a dual motor task (clapping while walking) at a self-determined pace in a pretest block, practiced 4 blocks of 4 trials with a metronome pacing signal, and finished with a posttest block without auditory pacing.

The effects of a motor and a cognitive concurrent task on walking in children with developmental coordination disorder.

The effects of type (cognitive vs. motor) and difficulty level (easy vs. hard) of a concurrent task on walking were examined in 10 boys and 4 girls (age 4-6 years) with developmental coordination disorder (DCD) and 28 age- and gender-matched unaffected children.

The effect of a concurrent task on the walking performance of preschool children.

Forty-eight children, aged 4-6 years, walked while performing or not performing an easy or difficult concurrent motor task (carrying a tray with or without marbles on it) or cognitive task (repeating a series of digits forwards or backwards). The temporal-distance gait parameters were measured using a GAITRite electronic walkway system. Dual-task costs were calculated as the difference between the children's walking performances with and without the concurrent task.