Razuk Milena, Barela José Angelo, Peyre Hugo, Gerard Christophe Loic, Bucci Maria Pia
UMR 1141 Inserm - Paris Diderot University, Robert Debré Hospital, Paris, France; Institute of Physical Activity and Sport Sciences, Cruzeiro do Sul University, São Paulo, São Paulo, Brazil.
Institute of Physical Activity and Sport Sciences, Cruzeiro do Sul University, São Paulo, São Paulo, Brazil; Institute of Biosciences, São Paulo State University, Rio Claro, São Paulo, Brazil.
Neurosci Lett. 2018 Nov 1;686:53-58. doi: 10.1016/j.neulet.2018.08.042. Epub 2018 Aug 31.
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). The dependent variables for visual performance in the reading tasks were: total reading time, mean duration of fixation, number of pro- and retro-saccades, and amplitude of pro-saccades. The dependent variable for postural performance was the center of pressure area. The results showed that dyslexic children spent more time reading the text compared to non-dyslexic children (p < 0.02). However, no difference was observed for the Landolt reading task (p > 0.05). Dyslexic children performed longer fixations in the sitting condition as compared to the standing (p < 0.03), namely, higher number of pro- (p < 0.001) and retro- saccades (p < 0.001), and smaller pro-saccades amplitude (p < 0.001). Therefore, when the linguistic and semantic requirements are not involved in the reading task, dyslexic children perform similar to non-dyslexic children even in different task requirements (p > 0.05). Finally, postural performance was poorer in dyslexic children than in non-dyslexic children in both the reading tasks (p < 0.02). However, postural control performance, which was poor in dyslexic children, is not related to lexical and semantic reading requirements.
在本研究中，我们调查了诵读困难儿童在坐着和站着阅读文本及进行兰多尔特环阅读时的眼动和姿势控制表现。15名诵读困难儿童和15名非诵读困难儿童被要求坐在椅子上，同时记录他们的眼动，然后要求他们站在一个不稳定的平台上，在进行兰多尔特环阅读和文本阅读时，同时记录眼动和姿势摆动。通过移动眼脑追踪仪（MobileT2，SuriCog）双眼记录眼动，通过Multitest Equilibre（Framiral公司生产）记录压力中心偏移。阅读任务中视觉表现的因变量为：总阅读时间、平均注视持续时间、前向和反向扫视次数以及前向扫视幅度。姿势表现的因变量为压力中心面积。结果显示，与非诵读困难儿童相比，诵读困难儿童阅读文本花费的时间更多（p<0.02）。然而，在兰多尔特环阅读任务中未观察到差异（p>0.05）。与站立状态相比，诵读困难儿童在坐着状态下的注视时间更长（p<0.03），即前向（p<0.001）和反向扫视次数更多（p<0.001），且前向扫视幅度更小（p<0.001）。因此，当阅读任务不涉及语言和语义要求时，即使在不同的任务要求下，诵读困难儿童的表现与非诵读困难儿童相似（p>0.05）。最后，在两项阅读任务中，诵读困难儿童的姿势表现均比非诵读困难儿童差（p<0.02）。然而，诵读困难儿童较差的姿势控制表现与词汇和语义阅读要求无关。
