Quercia Patrick, Pozzo Thierry, Marino Alfredo, Guillemant Anne Laure, Cappe Céline, Gueugneau Nicolas
Université de Bourgogne, Dijon, Campus Universitaire, UFR STAPS, BP 27877, F-21078 Dijon, France; INSERM U1093, Cognition, Action et Plasticité Sensorimotrice, Dijon F-21078, France.
Center for Translational Neurophysiology, Istituto Italiano di Tecnologia, Ferrara, Italy.
Clin Ophthalmol. 2020 Feb 13;14:437-448. doi: 10.2147/OPTH.S226690. eCollection 2020.
The cause of dyslexia, a reading disability characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities, is unknown. A considerable body of evidence shows that dyslexics have phonological disorders. Other studies support a theory of altered cross-modal processing with the existence of a pan-sensory temporal processing deficit associated with dyslexia. Learning to read ultimately relies on the formation of automatic multisensory representations of sounds and their written representation while eyes fix a word or move along a text. We therefore studied the effect of brief sounds on vision with a modification of binocular fusion at the same time (using the Maddox Rod test).
To check if the effect of sound on vision is specific, we first tested with sounds and then replaced them with proprioceptive stimulation on 8 muscular sites. We tested two groups of children composed respectively of 14 dyslexic children and 10 controls.
The results show transient visual scotoma (VS) produced by sensory stimulations associated with the manipulation of oculomotor balance, the effect being drastically higher in the dyslexic group. The spatial distribution of the VS is stochastic. The effect is not specific for sounds but exists also with proprioceptive stimulations.
Although there was a very significant difference between the two groups, we were not able to correlate the (VS) occurrence with the dyslexic's reading performance. One possibility to confirm the link between VS and reading impairment would be to find a specific treatment reducing the occurrence of the VS and to check its effect on dyslexia.
诵读困难是一种阅读障碍，其特征是在准确和/或流畅的单词识别方面存在困难，拼写和译码能力较差，其病因尚不清楚。大量证据表明，诵读困难者存在语音障碍。其他研究支持一种跨模态加工改变的理论，即存在与诵读困难相关的泛感觉时间加工缺陷。学习阅读最终依赖于在眼睛注视单词或沿着文本移动时，形成声音及其书面表示的自动多感觉表征。因此，我们通过同时改变双眼融合（使用马多克斯杆测试）来研究短暂声音对视觉的影响。
为了检验声音对视觉的影响是否具有特异性，我们首先用声音进行测试，然后在8个肌肉部位用本体感觉刺激代替声音。我们测试了两组儿童，分别由14名诵读困难儿童和10名对照组儿童组成。
结果显示，与动眼平衡操作相关的感觉刺激会产生短暂性视觉暗点（VS），诵读困难组的这种影响明显更高。VS的空间分布是随机的。这种影响并非声音所特有，本体感觉刺激也会产生。
尽管两组之间存在非常显著的差异，但我们无法将（VS）的出现与诵读困难者的阅读表现联系起来。确认VS与阅读障碍之间联系的一种可能性是找到一种减少VS发生的特定治疗方法，并检查其对诵读困难的影响。
