Sensory-Motor Activities Enhance Reading Speed in Dyslexic Children

A recent study published in the *Applied Neuropsychology: Child* journal highlights the efficacy of a two-month sensory-motor activity protocol in improving reading speed among children diagnosed with dyslexia. Conducted by a team led by Dr. José Angelo Barela, Professor at the Institute of Biosciences at São Paulo State University (IB-UNESP), the initiative involved eleven children aged 10 to 12 who demonstrated marked improvements in their reading abilities after participating in targeted activities that integrated cognitive engagement with motor skills development.

The study's findings are significant, considering dyslexia—a learning disorder affecting reading and writing—affects individuals without cognitive deficits and can lead to motor skill challenges. According to Dr. Barela, "Although this study involved a small sample size, the results suggest that integrating motor and cognitive challenges can lead to enhancements in reading performance, particularly as it relates to changes in eye movements."

The sensory-motor activities included recreational tasks that fostered both motor and social skills, revealing promising outcomes not only in reading speed but also in self-esteem, attention, and overall well-being of the participants. Teachers reported noticeable changes in the children's engagement in class, prompting inquiries from parents about the improvements in their children's behavior and academic performance.

Dr. Barela noted, "The results were so encouraging that we plan to collaborate with the Rio Claro city government to expand this initiative, allowing us to support more children and refine our intervention protocol."

Interestingly, while the program showed significant benefits in reading speed, it did not yield notable improvements in manual agility or coordination. Dr. Barela suggested that this might be due to the lack of specificity in the training regimen for those skills. He elaborated, "We hypothesize that the observed enhancements may correlate with greater activation of the cerebral cortex, which governs higher cognitive functions such as language and memory."

Dyslexia is often diagnosed after the critical period for developing reading fluency, typically after age ten. This delayed diagnosis can exacerbate the challenges faced by affected children. The research team aims to further investigate the underlying mechanisms of their findings, particularly how the sensory-motor activities may activate brain regions associated with cognitive processes critical for reading.

The implications of this study extend beyond the immediate improvements seen in reading speed. By potentially addressing the motor coordination issues associated with dyslexia, the program offers a holistic approach to treatment. The researchers stress that while the initial findings are promising, further studies with larger groups are necessary to validate and expand upon their conclusions.

As dyslexia remains a widely misunderstood condition, this research sheds light on innovative strategies that may offer new hope for affected children and their families. Future projections suggest that if further research substantiates these findings, similar protocols could be implemented widely in educational settings, providing support for children with dyslexia and fostering more inclusive learning environments.