An interventional study of Evaluation of proprioception and Evaluation of motor learning in Dyslexia, sponsored by Institut National de la Santé Et de la Recherche Médicale, France. Terminated at 1 site in France. Open to participants aged 10 Years to 12 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-05-14.
Sponsored by Institut National de la Santé Et de la Recherche Médicale, France · Not applicable, Interventional, and Basic science
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.
2 groups of children (dyslexics and control) will be evaluated on 2 tasks:
For the dyslexic group :
For the control group :
Exclusion criteria for all children
Children aged 10-12 Evaluation of proprioception Evaluation of motor learning Evaluation of written language
Behavioral: Evaluation of proprioception · Behavioral: Evaluation of motor learning · Behavioral: Evaluation of written language
Velocity perception and Position perception
Motor accurancy and State Estimation with visual perturbations
Text reading, Identifying words and Phonological awareness: phonemic blending and phonemic elision
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.
Time frame: 1day
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.
Time frame: 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.
Time frame: 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).
Time frame: 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.
Time frame: 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.
Time frame: 1day
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Institut National de la Santé Et de la Recherche Médicale, France