Goulème Nathalie, Villeneuve Philippe, Gérard Christophe-Loïc, Bucci Maria Pia
UMR 1141 Inserm - Université Paris Diderot, Robert Debré Hospital, 48 Boulevard Sérurier, 75019 Paris, France; Posturelab 20, rue du rendez-vous 75012, Paris, France.
Posturelab 20, rue du rendez-vous 75012, Paris, France.
Gait Posture. 2017 Jul;56:141-146. doi: 10.1016/j.gaitpost.2017.04.039. Epub 2017 May 4.
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: 9.3±0.29years) and in twenty-four non-dyslexic children, gender- and age-matched, in two postural conditions (with and without foam: a 4-mm foam was put under their feet or not) and in two visual conditions (eyes open and eyes closed). We measured the surface area, the length and the mean velocity of the center of pressure (CoP). Moreover, we calculated the Romberg Quotient (RQ). Our results showed that the surface area, length and mean velocity of the CoP were significantly greater in the dyslexic children compared to the non-dyslexic children, particularly with foam and eyes closed. Furthermore, the RQ was significantly smaller in the dyslexic children and significantly greater without foam than with foam. All these findings suggest that dyslexic children are not able to compensate with other available inputs when sensorial inputs are less informative (with foam, or eyes closed), which results in poor postural stability. We suggest that the impairment of the cerebellar integration of all the sensorial inputs is responsible for the postural deficits observed in dyslexic children.
诵读困难儿童表现出姿势稳定性受损。我们研究的目的是测试与非诵读困难儿童相比，鞋底和视觉信息对诵读困难儿童姿势控制的影响。在两种姿势条件下（有泡沫和无泡沫：在他们脚下放置或不放置4毫米厚的泡沫）以及两种视觉条件下（睁眼和闭眼），使用TechnoConcept平台对24名诵读困难儿童（平均年龄：9.3±0.29岁）和24名年龄及性别匹配的非诵读困难儿童的姿势稳定性进行评估。我们测量了压力中心（CoP）的表面积、长度和平均速度。此外，我们计算了罗姆伯格商数（RQ）。我们的结果表明，与非诵读困难儿童相比，诵读困难儿童的CoP表面积、长度和平均速度显著更大，尤其是在有泡沫和闭眼的情况下。此外，诵读困难儿童的RQ显著更小，且无泡沫时比有泡沫时显著更大。所有这些发现表明，当感觉输入信息较少时（有泡沫或闭眼），诵读困难儿童无法利用其他可用输入进行补偿，这导致姿势稳定性较差。我们认为，小脑对所有感觉输入的整合受损是诵读困难儿童姿势缺陷的原因。
