Dyslexia, Motor Control and Proprioception

Study Overview
=================
Brief 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.

Detailed 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

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

Conditions
-----------------
Dyslexia

Intervention / Treatment
-----------------
* Behavioral: Evaluation of proprioception
* Behavioral: Evaluation of motor learning
* Behavioral: Evaluation of written language


Participation Criteria
=================
Eligibility Criteria
-----------------
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

Ages Eligible for Study
-----------------
Minimum Age: 10 Years
Maximum Age: 12 Years

Sexes Eligible for Study
-----------------
All

Accepts Healthy Volunteers
-----------------
Accepts Healthy Volunteers

Study Plan
=================
How is the study designed?
-----------------

Design Details

Primary Purpose: Basic Science
Intervention Model: Single Group Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Dyslexic and non dyslexic Children<br>Children aged 10-12 Evaluation of proprioception Evaluation of motor learning Evaluation of written language | Behavioral: Evaluation of proprioception<br>* Velocity perception and Position perception<br>Behavioral: Evaluation of motor learning<br>* Motor accurancy and State Estimation with visual perturbations<br>Behavioral: Evaluation of written language<br>* Text reading, Identifying words and Phonological awareness: phonemic blending and phonemic elision<br>|

What is the study measuring?
-----------------
Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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 Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| 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 | 
| 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 | 
| 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 | 
| 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 | 
| 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 | 

 Terms related to the study
=================
Keywords Provided by Centre Hospitalier Valida
-----------------
Motor control, Proprioception