Dyslexia, Motor Control and Proprioception

Dyslexia Clinical Trial

Official title:

Relationships Between Proprioception, Motor Control and Reading in Children With Dyslexia

Clinical Trial Details — Status: Terminated

Administrative data

• NCT number: NCT03364010
• Other study ID #: C17-14
• Secondary ID: 2017-A01547-46
• Status: Terminated
• Phase: N/A
• Start date: January 4, 2018
• Est. completion date: June 2, 2021

Study information

• Verified date: February 2023
• Source: Institut National de la Santé Et de la Recherche Médicale, France
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

The investigators hypothesize that children with dyslexia present proprioceptive disorders and the purpose of the present study is to better understand relationships between motor control, proprioception and academic learnings. The investigators compare a group of French students with and without dyslexia aged 10-12.

Description:

2 groups of children (dyslexics and control) will be evaluated on 2 tasks:

• Evaluation of the proprioception: Perception of the speed and Perception of the position

• Evaluation of the motor learning: Estimation of state in the framework of a motor perturbation

Recruitment information / eligibility

• Status: Terminated
• Enrollment: 56
• Est. completion date: June 2, 2021
• Est. primary completion date: May 9, 2019
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 10 Years to 12 Years

Eligibility

Inclusion criteria for all children

• Child with a French social security

• School child

• Native French speaker

• right-handed

• Normal or corrected vision

• Without neurological or psychiatric histories

• Agree to participate in the study in agreement with parental rights representatives

For the dyslexic group :

• pluridisciplinary diagnostic

• never consulted for proprioception before

• without any other leaning disorders like dysphasia

• attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD)

For the control group :

• regular school attendance

• never consulted for learning disabilities

• No learning disorders known for their parents or siblings.

Exclusion criteria for all children

• genetic disorder

• neurological or psychiatric history

• Delayed psychomotor development

• Reeducation or current treatment interfering with the evaluation

Related Conditions & MeSH terms

• Dyslexia

Intervention

Behavioral:
• Evaluation of proprioception
Velocity perception and Position perception
• Evaluation of motor learning
Motor accurancy and State Estimation with visual perturbations
• Evaluation of written language
Text reading, Identifying words and Phonological awareness: phonemic blending and phonemic elision

Locations

Country	Name	City	State
France	Inserm U1093	Dijon	Bourgogne

Sponsors (1)

Lead Sponsor	Collaborator
Institut National de la Santé Et de la Recherche Médicale, France

Country where clinical trial is conducted

France, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Evaluation of proprioception through velocity perception	The ability to perceive motion at 3 different velocities for 3 different joints is assessed using a motorized ergometer. A passive movement is performed by the ergometer and children are tasked to press a button as soon as they feel the movement. We calculate the angle of detection for each speed and compare it between Dyslexic and healthy children.	1day
Secondary	Evaluation of proprioception through position perception	The ability to perceive position is assessed using an ergometer that produces passive movements of 3 different amplitudes on the dominant arm. In a second time, the ergometer produces a passive movement of the same arm and children are tasked to press a button as soon as they feel they are in the exact previously-experienced position. We calculate the angular error and compare it between Dyslexic and healthy children.	1 day
Secondary	Motor learning	The ability to learn new motor tasks is assessed using virtual reality and motor acquisition systems. First we evaluate the motor accuracy and the state estimation by pointing tests. Then visual perturbations are introduced during pointing. Finally, we evaluate motor accuracy and state estimation again.	1 day
Secondary	Text reading	The ability to read aloud a text is assessed using the French standardized test " Alouette ", which provide accuracy in reading aloud age-normed texts (ratio between words that have been correctly read and all the words that have been read).	1day
Secondary	Phonological awareness: phonemic blending and phonemic elision	The ability to derive a phonemic pattern from distinct phonemic units or to substitute a phonemic pattern for another is assessed using the French standardized test " Nepsy2, phonological process " which provide standard deviation in reading aloud by the investigator.	1day
Secondary	Identifying words	The ability to identify words is assessed using the French standardized test " Timé3 ", which provide lexical level and delay reading in silent reading age-normed words.	1day