Clinical trial NCT04386161: Static and Dynamic Balance in Children With Dyslexia
Official title: Static and Dynamic Balance Changes After a Scheduled Exercise Program in Children With Dyslexia
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Dyslexia
Keywords: Dyslexia
Balance
Exercise Program
Lead sponsor: Marmara University
Sponsor class: OTHER
First posted: 2020-05-13
Enrollment: 16
Sex: ALL
Minimum age (years): 8
Maximum age (years): 11
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: NA
Intervention model: SINGLE_GROUP
Intervention model description: Children, aged between 8 and 11 years, with clinical dyslexia diagnosed by a child and adolescent psychiatrist
Primary purpose: TREATMENT

Brief summary: Dyslexia is described as a learning disability with a neurological origin. It is a widespread disease, characterized by difficulties in recognition of words, spelling, and decoding.

Postural balance is the ability to control the center of gravity (CoG) on the support base. This control starts to appear at the beginning of the 15th months of life and reaches its maximum capacity at around 12 years with the maturation of visual, vestibular, and somatosensory systems. Static balance defines the postural control state in the maintaining position, while dynamic balance represents it during movement. Static and dynamic balance has been widely investigated and found to be impaired in different pediatric disorders such as cystic fibrosis, cerebral palsy, and spina bifida. There is also apparent evidence of deteriorated balance in children with dyslexia. Although quite a number of studies investigated balance impairment in individuals with dyslexia, only one study was interested in the effects of a postural training program and found significant improvements. That study addressed such improvements to brain plasticity, however, did not investigate the reading performance simultaneously. The aim of this study was to demonstrate the changes in static and dynamic balance, reading performance, and quality of life after a six week after a scheduled exercise program in children with dyslexia.

Detailed description: Dyslexia is described as a learning disability with a neurological origin. It is a widespread disease, characterized by difficulties in recognition of words, spelling, and decoding. It is an unexpected and permanent failure in gaining reading skills in the individual who have sufficient intelligence, socio-cultural opportunities, and education, according to the World Health Organization. The diagnosis can be made by a child and adolescent psychiatrist clinically or with the Diagnostics and Statistical Manual of mental disorders (DSM-5). The prevalence of dyslexia varies between 2-10%, and it is seen 3-4 times more in men than in women.

Postural balance is the ability to control the center of gravity (CoG) on the support base. This control starts to appear at the beginning of the 15th months of life and reaches its maximum capacity at around 12 years with the maturation of visual, vestibular, and somatosensory systems. Static balance defines the postural control state in the maintaining position, while dynamic balance represents it during movement. Static and dynamic balance has been widely investigated and found to be impaired in different pediatric disorders such as cystic fibrosis, cerebral palsy, and spina bifida. There is also apparent evidence of deteriorated balance in children with dyslexia. Frankle and Levinson suggested that there is a cerebellar-vestibular disorder in people with dyslexia for the first time in 1973. They found that 97% of 115 children with dyslexia abnormal neurological findings such as positive Romberg test, walking difficulty, speech disorder, or hypotonia. After then, Rae et al. reported that the right frontal lobe of the cerebellum was smaller, and there were distinct biochemical changes on the temporoparietal lobe in dyslexic individuals compared to healthy controls. Moe-Nilssen et al. showed that dyslexic children have impairment in both balance and gait ability. Barela et al. claimed that writing and learning disorders in dyslexia were associated with cerebellum. Patel et al. found that postural instability was related to the severity of dyslexia. Quercia et al. gave postural exercise treatment to the dyslexics, then examined their postural stability after a vibrational stimulation. The length and speed of CoG were shown to be significantly higher in untreated dyslexic patients compared to the treated dyslexics and the non-dyslexic group.

Although quite a number of studies investigated balance impairment in individuals with dyslexia, only one study was interested in the effects of a postural training program and found significant improvements. That study addressed such improvements to brain plasticity, however, did not investigate the reading performance simultaneously. The aim of this study was to demonstrate the changes in static and dynamic balance, reading performance, and quality of life after a six week after a scheduled exercise program in children with dyslexia.

Eligibility criteria: Inclusion Criteria:

* Diagnosed with dyslexia by a child and adolescent psychiatrist
* WISC R test result in IQ\> 85

Exclusion Criteria:

* Having hyperactivity disorder according to DSM-5
* Having a neuromuscular disease, skeletal anomaly, or vision and hearing problem
* Using an antipsychotic drug

Primary outcomes:
measure: Static Balance Assessment
timeFrame: Day 0
measure: Static Balance Assessment
timeFrame: Week 6
Secondary outcomes:
measure: Dynamic Balance Assessment, Reaction time
timeFrame: Day 0
measure: Dynamic Balance Assessment, Reaction time
timeFrame: Week 6
measure: Dynamic Balance Assessment, Movement time
timeFrame: Day 0
measure: Dynamic Balance Assessment, Movement time
timeFrame: Week 6
measure: Dynamic Balance Assessment, Endpoint excursion
timeFrame: Day 0
measure: Dynamic Balance Assessment, Endpoint excursion
timeFrame: Week 6
measure: Dynamic Balance Assessment, Maximum excursion
timeFrame: Day 0
measure: Dynamic Balance Assessment, Maximum excursion
timeFrame: Week 6
measure: Dynamic Balance Assessment, Direction control
timeFrame: Day 0
measure: Dynamic Balance Assessment, Direction control
timeFrame: Week 6
measure: Reading Performance
timeFrame: Day 0
measure: Reading Performance
timeFrame: Week 6
measure: Pediatric Quality of Life Inventory Scale
timeFrame: Day 0
measure: Pediatric Quality of Life Inventory Scale
timeFrame: Week 6
Other outcomes:
Locations:
city: Istanbul
country: Turkey
facility: Kardelen Gencer Atalay
Study officials:
affiliation: Marmara University
name: Evrim Karadag Saygi
role: STUDY_DIRECTOR
References: