Short Vestibular and Cognitive Training Improves Oral Reading Fluency in Children with Dyslexia.

(1) Background: This study explored the effect of short vestibular and cognitive training on the reading speed in dyslexic children. (2) Methods: The reading speed was evaluated by using a reading test (Évaluation de la Lecture en FluencE, ELFE) in a crossover design before (baseline) and after vestibular training (post VT) and no vestibular training (post no VT). Nineteen dyslexic children (9.48 ± 0.15 years) participated in the study. The vestibular and cognitive training (software developed by BeonSolution S.r.l.) consisted in four exercises presented on a Wacom tablet 10″ done for 16 min per session two times per week for four weeks; each exercise was composed of eight levels with increased difficulty. (3) Results: Following vestibular and cognitive training, dyslexic children increased their reading speed; interestingly, such an increase persisted at least one month after training. (4) Conclusions: Vestibular and cognitive training could improve the vestibular network, which is well known for being involved in several cognition functions leading to reading improvement in dyslexic children. Adaptive mechanisms could be responsible for maintaining such improvement for at least one month.

The Developmental Eye Movement Test in French Children.

SIGNIFICANCE: This study reported that the Developmental Eye Movement (DEM) test for French children is similar to the American ones and that all parameters of the DEM test improve up to the age of 10 years. PURPOSE: The DEM test has been normalized for several different populations of children, but there are no published norms for French children. This study aimed to determine values of the DEM test for French-speaking children. METHODS: A total of 327 children from 6 to 12 years of age participated in the study. The DEM test was administered as outlined in the manual. RESULTS: Significant differences were found between the ages, and DEM test scores improved with age until about 10 years. Developmental Eye Movement test scores were similar to those reported in American children. CONCLUSIONS: Cortical and central structures responsible for oculomotor and attentional capabilities are developing until about 10 years of age, and that could explain the improvement of the DEM test score up to this age. Furthermore, values of the DEM test in French children are similar to the American ones that are currently used as norms by French clinicians.

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). The results of the three groups were compared. Children with dyslexia and non-dyslexic children of equivalent reading age have significant longer fixation time and take longer to read Test C of the DEM test than non-dyslexic children of similar chronological age. A significant correlation was also found between the fixation time and the number of words read in one minute with the total time to read Test C of the DEM test. DEM test is a useful test for exploring the oculomotor behavior of dyslexic children during reading. The maturation of cortical structures controlling fixation capability appears to play a crucial role in reading skills.