Non-dyslexic Children Research Articles

Переконання щодо різних видів психологічної допомоги та батьківське ставлення у батьків дітей із дислексією

The artcile is devoted to the problems of contemporary psychology – beliefs, various forms of psychological support and the speci0cxFB01ity of parental atttiudes of parents of children with dyslexia. The aim of this artcile is to analyze the pa­ rents’ beliefs about typical forms of psychological support in the context of the developmental dyslexia in their children and in terms of parental atttiudes mani- fested by parents. The artcile shows that the parents’ beliefs about the validity, e0exFB00ctvieness and necessity of psychological support are of great importance, because they determine the level of the child’s commitment in the o0exFB00red help. The study was carried out on 50 adults aged 25–45 (25 parents of children with dyslexia, 25 parents of nondyslexic children), with the use a self­designed survey which examined the beliefs concerning typical forms of psychological support and the Parental Attitudes Scale by M. Plopa. The study did not show any di0exFB00rences between the parents of dyslexic and non­dyslexic children in terms of the validity and e0exFB00ctiveness of the diag­ nosis, consultations and psychotherapy, regardless of their own experience with regard to the child’s use of help. It was found that the parents’ experience regarding to the frequency of using psychological, logopedic and pedagogical care by their children is not a decisive factor in parents’ convictions relating to various types of professional support. There are single links between some parental attitudes and parents’ be- liefs about various aspects of psychological support; there are no di0exFB00rences in intensity of these links in parents of dyslexic and non­dyslexic children. It was found that parents’ beliefs regarding psychological support may be due to the other factors that we have not taken into consideration and will be in- vestigated in our further research.

Effects of psychosocial stress on the hormonal and affective response in children with dyslexia.

Research on stress and dyslexia has mainly focused on chronic and contextual stress caused by the school environment. Our goal was to test individual differences in the hypothalamic-pituitary-adrenal (HPA) axis reactivity of dyslexic and non-dyslexic children and the related emotional manifestations associated with exposure to a psychosocial stressor. Eighty-one children (11-14 years old; 38 dyslexic) were exposed to the Trier Social Stress Test adapted to children or to a control condition. The salivary cortisol response, anxiety, and mood were measured before and after the stress. Dyslexic children did not show the expected cortisol response, as the highest percentage of children who were non-reactive to stress was found in this group. Cortisol reactivity to stress was related to higher levels of anxiety and lower positive affect in the non-dyslexic children. These results suggest a pattern of hypo-activation of the HPA axis to psychosocial stress in children with dyslexia.

Eye-movement Patterns of Chinese Children with Developmental Dyslexia during the Stroop Test

ObjectiveTo compare the eye-movement patterns of Chinese children with developmental dyslexia (DD children) with those of non-dyslexic children as they perform the Stroop Color and Word Test (SCWT), and to explore the relationship between their eye-movement patterns and interference effect. MethodsAn EyeLink II was used to record the eye-movement parameters of 32 DD children and 37 non-dyslexic children as they performed the SCWT. The independent samples t-test and repeated measures were used to analyze behavioral and eye-movement parameters. ResultsCompared to the control group, Chinese DD children presented lower accuracy (F = 8.488), slower response time (F = 25.306), and larger interference effect (t = 2.29); Chinese DD children also exhibited lower frequency of fixations (F = 6.069), greater numbers of saccades (F = 7.914) and fixations (F = 5.272), and shorter mean saccade distance (F = 4.03). All behavioral and eye-movement parameters differed significantly among the three tasks in the SCWT. There was significant interaction between groups and tasks in accuracy (F = 5.844), and marginally significant interaction in response time (F = 3.040). Chinese DD children tended to have lower accuracy and longer response time than the control group in the ‘color-word naming’ task. ConclusionCompared to non-dyslexic children, Chinese DD children are subject to a stronger interference effect. When performing the SCWT, Chinese DD children exhibit abnormal eye-movement patterns, namely shorter mean saccade distance, lower frequency of fixations, and more fixations and saccades. These abnormal eye movements may be relatively stable oculomotor patterns of DD children performing visual processing, and not influenced by impaired interference effect.

Effect of different font sizes and of spaces between words on eye movement performance: An eye tracker study in dyslexic and non-dyslexic children

The aim of the present study was to explore the possible change in eye movement performance in a group of dyslexic and non-dyslexic children reading four lines of a text with different font sizes and spaces between the words. Fifteen dyslexic children from 7 to 12 years old and two groups of fifteen non-dyslexic children, respectively reading and chronological age-matched group, participated in this study. Horizontal eye movements from both eyes were recorded by a video-system (EyeBrain T2®) while the children were reading a text. Three different texts were used with different font sizes and spaces between words. Results showed that increasing font size and character spacing significantly reduced duration of the fixation and increased the number and amplitude of prosaccades in all groups of children tested. Interestingly, while reading texts in which the letters were larger and more spaced (Texts 2 and 3), the duration of fixations in dyslexic and in non-dyslexic children groups decreased, becoming similar to those reported in the non-dyslexic children group. We suggest that large letter spacing between words could be employed in schools to help dyslexic children in order to ameliorate their reading performance.

Developmental Eye Movement test and dyslexic children: A pilot study with eye movement recordings.

The goal of this study is to explore eye movement recordings during the Developmental Eye Movement (DEM) test in dyslexic and non-dyslexic children. Thirteen children with dyslexia, 13 non-dyslexic chronological age- and IQ-matched children and 13 non-dyslexic reading age- and IQ-matched children were examined. Test C of the DEM test was performed with and without eye movement recordings (eye tracker by SuriCog). The results of the three groups were compared. Children with dyslexia and non-dyslexic children of equivalent reading age have significant longer fixation time and take longer to read Test C of the DEM test than non-dyslexic children of similar chronological age. A significant correlation was also found between the fixation time and the number of words read in one minute with the total time to read Test C of the DEM test. DEM test is a useful test for exploring the oculomotor behavior of dyslexic children during reading. The maturation of cortical structures controlling fixation capability appears to play a crucial role in reading skills.

Eye movement and postural sway in dyslexic children during sitting and standing

In this study, we investigated the eye movement and postural control performance in dyslexic children while reading text and performing Landolt reading when sitting and standing. Fifteen dyslexic and 15 non-dyslexic children were asked to sit in a chair while the eye movements were recorded, and were then asked to stand on an unstable platform while eye movements and postural sway were recorded simultaneously at the time of Landolt reading and text reading. Eye movements were recorded binocularly by Mobile EyeBrain Tracker (MobileT2®, SuriCog) and center of pressure excursions were recorded by Multitest Equilibre (by Framiral®). The dependent variables for visual performance in the reading tasks were: total reading time, mean duration of fixation, number of pro- and retro-saccades, and amplitude of pro-saccades. The dependent variable for postural performance was the center of pressure area. The results showed that dyslexic children spent more time reading the text compared to non-dyslexic children (p < 0.02). However, no difference was observed for the Landolt reading task (p > 0.05). Dyslexic children performed longer fixations in the sitting condition as compared to the standing (p < 0.03), namely, higher number of pro- (p < 0.001) and retro- saccades (p < 0.001), and smaller pro-saccades amplitude (p < 0.001). Therefore, when the linguistic and semantic requirements are not involved in the reading task, dyslexic children perform similar to non-dyslexic children even in different task requirements (p > 0.05). Finally, postural performance was poorer in dyslexic children than in non-dyslexic children in both the reading tasks (p < 0.02). However, postural control performance, which was poor in dyslexic children, is not related to lexical and semantic reading requirements.

Eye movements and postural control in dyslexic children performing different visual tasks.

The aim of this study was to examine eye movements and postural control performance among dyslexic children while reading a text and performing the Landolt reading task. Fifteen dyslexic and 15 non-dyslexic children were asked to stand upright while performing two experimental visual tasks: text reading and Landolt reading. In the text reading task, children were asked to silently read a text displayed on a monitor, while in the Landolt reading task, the letters in the text were replaced by closed circles and Landolt rings, and children were asked to scan each circle/ring in a reading-like fashion, from left to right, and to count the number of Landolt rings. Eye movements (Mobile T2®, SuriCog) and center of pressure excursions (Framiral®, Grasse, France) were recorded. Visual performance variables were total reading time, mean duration of fixation, number of pro- and retro-saccades, and amplitude of pro-saccades. Postural performance variable was the center of pressure area. The results showed that dyslexic children spent more time reading the text and had a longer duration of fixation than non-dyslexic children. However, no difference was observed between dyslexic and non-dyslexic children in the Landolt reading task. Dyslexic children performed a higher number of pro- and retro-saccades than non-dyslexic children in both text reading and Landolt reading tasks. Dyslexic children had smaller pro-saccade amplitude than non-dyslexic children in the text reading task. Finally, postural performance was poorer in dyslexic children than in non-dyslexic children. Reading difficulties in dyslexic children are related to eye movement strategies required to scan and obtain lexical and semantic meaning. However, postural control performance, which was poor in dyslexic children, is not related to lexical and semantic reading requirements and might not also be related to different eye movement behavior.

Vertical disconjugacy during reading in dyslexic and non-dyslexic children

PurposeThe objective of this study was to explore vertical binocular coordination in dyslexic and non-dyslexic children during saccades and post-saccadic fixation period while reading a text. MethodsBinocular eye movements were recorded by an infrared system (Mobile T2®, SuriCog) in thirty-six dyslexic children from 7.3 to 13.6 years of age (mean age: 10.4 ± 0.3 years) who were asked to silently read a four-line text during binocular viewing. Data were compared to those of thirty-six age-matched non-dyslexic children. ResultsVertical disconjugacy during post-saccadic fixation was higher in dyslexic children with respect to non-dyslexic children group. Vertical disconjugacy was not age-dependent either for dyslexic children or for non-dyslexic children. ConclusionsThe poor binocular vertical coordination observed in dyslexic children while reading could suggest a deficiency in the cerebellum and/or extra-ocular muscles involved in vertical eye alignment. Moreover, the fact that this vertical binocular coordination was not age-dependent could be due to an abnormal eye position and/or to a dysfunction of midbrain structures involved in vertical vergences.

Oculomotor rehabilitation in children with dyslexia.

Background: Dyslexia is the most common learning disorder. Visual and oculomotor deficits in dyslexic children have been reported. The purpose of this study was to measure oculomotor parameters and analyze the effect of oculomotor rehabilitation strategies on dyslexia. Methods: Binocular eye movements were recorded by oculomotor subtype of videonystagmography (VNG) testing on 30 children with dyslexia and 20 typical reader children (aged 8–12) in both genders. Dyslexic children were diagnosed with DSM-V scale by experts in reading disorder centers. We studied those children with developmental dyslexia, who had deficits in eye movements recording. Dyslexic children were divided into 2 groups of case and control. Oculomotor rehabilitation (including fixation, saccade, and tracking training) was performed in case group for 1 hour, twice weekly for 8 weeks. Before the intervention, results of oculomotor tests were compared between 3 groups (healthy, case, and control). Then, to analyze the effect of the intervention, results of oculomotor tests were compared between case and control groups in pre- and post- intervention stage. Data were analyzed by independent and paired samples t tests, ANOVA, and repeated measures tests in SPSS v. 21. Results: There were significant differences in oculomotor characteristics of dyslexic children in comparison with those reported in typical children. Oculomotor rehabilitation intervention had a positive effect on improvement of oculomotor responses and eye movements in dyslexic children. Moreover, there was no statistically significant difference between dyslexic children and non-dyslexic children in oculomotor skills after the training. Conclusion: Our results showed the positive effects of oculomotor rehabilitation on eye movements. Primary oculomotor assessment in dyslexic children and early use of oculomotor rehabilitation combined with other treatments are highly recommended.

Influence of both cutaneous input from the foot soles and visual information on the control of postural stability in dyslexic children

Dyslexic children show impaired in postural stability. The aim of our study was to test the influence of foot soles and visual information on the postural control of dyslexic children, compared to non-dyslexic children. Postural stability was evaluated with TechnoConcept® platform in twenty-four dyslexic children (mean age: 9.3±0.29years) and in twenty-four non-dyslexic children, gender- and age-matched, in two postural conditions (with and without foam: a 4-mm foam was put under their feet or not) and in two visual conditions (eyes open and eyes closed). We measured the surface area, the length and the mean velocity of the center of pressure (CoP). Moreover, we calculated the Romberg Quotient (RQ). Our results showed that the surface area, length and mean velocity of the CoP were significantly greater in the dyslexic children compared to the non-dyslexic children, particularly with foam and eyes closed. Furthermore, the RQ was significantly smaller in the dyslexic children and significantly greater without foam than with foam. All these findings suggest that dyslexic children are not able to compensate with other available inputs when sensorial inputs are less informative (with foam, or eyes closed), which results in poor postural stability. We suggest that the impairment of the cerebellar integration of all the sensorial inputs is responsible for the postural deficits observed in dyslexic children.

Delayed Early Vocabulary Development in Children at Family Risk of Dyslexia.

This study aimed to gain more insight into the relation between vocabulary and reading acquisition by examining early growth trajectories in the vocabulary of children at family risk (FR) of dyslexia longitudinally. The sample included 212 children from the Dutch Dyslexia Program with and without an FR. Parents reported on their children's receptive and expressive vocabulary size at ages 17, 23, 29, and 35 months using the Dutch MacArthur Communicative Development Inventories. Dyslexia status at the end of Grade 2 (8 years) rendered 3 groups: FR-dyslexic (n = 51), FR-nondyslexic (n = 92), and typically developing-nondyslexic (TD) children (n = 69). Repeated measures analyses showed that FR-dyslexic children had lower receptive vocabulary scores from 23 months onward and lower expressive scores from 17 months onward than FR-nondyslexic children. Latent growth curve modeling showed lower initial growth rates in FR-dyslexic children, followed by partial recovery, indicating a delayed increase in receptive and expressive vocabulary. FR-nondyslexic and TD children did not differ. Early deficits in receptive and expressive vocabulary are associated with later reading. Early vocabulary growth of FR-dyslexic children is characterized by a delay but not deviance of growth. Vocabulary can be considered an additional risk factor for dyslexia.

Differences between Dyslexic and Non-Dyslexic Children in the Performance of Phonological Visual-Auditory Recognition Tasks: An Eye-Tracking Study.

The object of this study was to explore further phonological visual-auditory recognition tasks in a group of fifty-six healthy children (mean age: 9.9 ± 0.3) and to compare these data to those recorded in twenty-six age-matched dyslexic children (mean age: 9.8 ± 0.2). Eye movements from both eyes were recorded using an infrared video-oculography system (MobileEBT® e(y)e BRAIN). The recognition task was performed under four conditions in which the target object was displayed either with phonologically unrelated objects (baseline condition), or with cohort or rhyme objects (cohort and rhyme conditions, respectively), or both together (rhyme + cohort condition). The percentage of the total time spent on the targets and the latency of the first saccade on the target were measured. Results in healthy children showed that the percentage of the total time spent in the baseline condition was significantly longer than in the other conditions, and that the latency of the first saccade in the cohort condition was significantly longer than in the other conditions; interestingly, the latency decreased significantly with the increasing age of the children. The developmental trend of phonological awareness was also observed in healthy children only. In contrast, we observed that for dyslexic children the total time spent on the target was similar in all four conditions tested, and also that they had similar latency values in both cohort and rhyme conditions. These findings suggest a different sensitivity to the phonological competitors between dyslexic and non-dyslexic children. Also, the eye-tracking technique provides online information about phonological awareness capabilities in children.

Education Influences Creativity in Dyslexic and Non-Dyslexic Children and Teenagers.

Background and Study HypothesisAre dyslexic children and teenagers more creative than non-dyslexic children and teenagers? Whether creativity is higher in dyslexia, and whether this could be related to neurological development specific to the dyslexic disorder, or to compensatory strategies acquired later in life, remains unclear. Here, we suggest an additional role of differential educational approaches taken in each school that could either enhance or suppress an already higher baseline creativity of dyslexic children and teenagers.ResultsCreativity in dyslexic and non-dyslexic children and teenagers from different schools in France and in Belgium, as well as in students from different universities, was evaluated with the Torrance Test of Creative Thinking (TTCT). Children and teenagers with dyslexia and/or with other similar dysfunctions showed higher creativity scores than non-dyslexic participants. Moreover, the educational approach could further enhance the creative scores in dyslexia, which could be as high as those measured in students from art universities.ConclusionsWe conclude that dyslexic children and teenagers can be highly creative. Yet, expression of creativity can be modulated by educational approach, indicating a probable advantage for personal follow-up compared to normalizing education strategies.

Immaturity of Visual Fixations in Dyslexic Children.

To our knowledge, behavioral studies recording visual fixations abilities in dyslexic children are scarce. The object of this article is to explore further the visual fixation ability in dyslexics compared to chronological age-matched and reading age-matched non-dyslexic children. Fifty-five dyslexic children from 7 to 14 years old, 55 chronological age-matched non-dyslexic children and 55 reading age-matched non-dyslexic children participated to this study. Eye movements from both eyes were recorded horizontally and vertically by a video-oculography system (EyeBrain® T2). The fixation task consisted in fixating a white-filled circle appearing in the center of the screen for 30 s. Results showed that dyslexic children produced a significantly higher number of unwanted saccades than both groups of non-dyslexic children. Moreover, the number of unwanted saccades significantly decreased with age in both groups of non-dyslexic children, but not in dyslexics. Furthermore, dyslexics made more saccades during the last 15 s of fixation period with respect to both groups of non-dyslexic children. Such poor visual fixation capability in dyslexic children could be due to impaired attention abilities, as well as to an immaturity of the cortical areas controlling the fixation system.

The distinctive vertical heterophoria of dyslexics.

In this study, we looked for the presence of vertical heterophoria (VH) in 42 dyslexic children (22 males and 20 females) aged 118.5±12.9 months who were compared with a control group of 22 nondyslexic children (eleven males and eleven females) aged 112±9.8 months. Dyslexics presented a low-level (always <1 prism diopter) VH combined with torsion. This oculomotor feature clearly separates the dyslexic group from the normal readers group. It is independent of the type of dyslexia. The essential feature of this VH is a lability that appears during specific stimulation of sensory receptors involved in postural regulation. This lability is demonstrated using a vertical Maddox test conducted under very specific conditions in which postural sensors are successively stimulated in a predetermined order. A quantitative variation in this VH may be seen during the Bielchowsky Head Tilt Test, which reveals hypertonia of the lower or upper oblique muscles. Vertical orthophoria can be achieved by placing low-power prisms asymmetrically within the direction of action of the superior or inferior oblique muscles. The selection of power and axis is not only guided by elements of the eye examination but also from observation of postural muscle tone. All these elements suggest that the VH could be of postural origin and somehow related to the vertical action of the oblique muscles. VH and torsion are not harmful per se. There is no statistical relationship between their level and the various parameters used to assess the reading skills of dyslexic children. VH and torsion could be a clinical marker of global proprioceptive dysfunction responsible for high-level multisensory disturbances secondary to poor spatial localization of visual and auditory information. This dysfunction might also explain the motor disorders concomitant to dyslexia.

Phonological Errors among Dyslexic and Non-Dyslexic Children Learning Persian

The aim of this study was to examine the phonological errors made by dyslexics and non-dyslexic children in Persian orthography which is transcribed with two distinct spelling: words spelled with long vowels (transparent) and words spelled with short vowels (diacritics) are called opaque words. The sample of the study consisted of Fifteen dyslexic students with the mean age of 9.6, (SD= 1.5) and fifteen unimpaired elementary students with the mean age of 9.6 (SD= 1.4) who were Persian residents of 6th district of Tehran. All the participants were controlled for IQ, social class and behavioral disorders. The instrument used in this research was a set of phonological awareness task (rhymed word detection, rhymed word production, first sound detection, final sound detection, blending syllables and syllable deletion). Participants were required to do each of these phonological awareness tasks in order to compare their error rates in transparent and opaque words. The performance of the two groups was examined according to the effect of transparency variable. Data analysis was done using SPSS software. Overall, the finding showed that dyslexic children encountered more problems in both transparent and opaque words than did unimpaired children and the difference was statistically significant (P<0/05). On the other hand, correlation analysis (Pearson) showed a significant negative interaction between two variables (transparency and subjects) (P< 0/001). This means that dyslexic children in compare to normal ones committed more errors in phonological awareness tasks. The results of this research show that the degree of the transparency of writing systems affects the phonological processing ability of individuals.

The influence of oculomotor tasks on postural control in dyslexic children.

Dual task is known to affect postural stability in children. We explored the effect of visual tasks on postural control in thirty dyslexic children. A selected group of thirty chronological age-matched non-dyslexic children (mean age: 9.92 ± 0.35 years) and a group of thirty reading age-matched non-dyslexic children (mean reading age: 7.90 ± 0.25 years) were chosen for comparison. All children underwent ophthalmologic and optometric evaluation. Eye movements were recorded by a video-oculography system (EyeBrain® T2) and postural sway was recorded simultaneously by a force platform (TechnoConept®). All children performed fixations, pursuits, pro- and anti-saccades tasks. Dyslexic children showed significantly poor near fusional vergence ranges (convergence and divergence) with respect to the non-dyslexic children groups. During the postural task, quality of fixation and anti-saccade performance in dyslexic children were significantly worse compared to the two non-dyslexic children groups. In contrast, the number of catch-up saccades during pursuits and the latency of pro- and anti-saccades were similar in the three groups of children examined. Concerning postural quality, dyslexic children were more unstable than chronological age-matched non-dyslexic children group. For all three groups of children tested we also observed that executing saccades (pro- and anti-saccades) reduced postural values significantly in comparison with fixation and pursuit tasks. The impairment in convergence and divergence fusional capabilities could be due to an immaturity in cortical structures controlling the vergence system. The poor oculomotor performance reported in dyslexic children suggested a deficit in allocating visual attention and their postural instability observed is in line with the cerebellar impairment previously reported in dyslexic children. Finally, pro- or anti-saccades reduce postural values compared to fixation and pursuit tasks in all groups of children tested, suggesting a different influence of visual tasks on postural control according to their attentional demand.

Spatial and temporal analysis of postural control in dyslexic children

ObjectiveThe aim of this study is to examine postural control of dyslexic children using both spatial and temporal analysis. MethodsThirty dyslexic (mean age 9.7±0.3years) and thirty non-dyslexic age-matched children participated in the study. Postural stability was evaluated using Multitest Equilibre from Framiral®. Posture was recorded in the following conditions: eyes open fixating a target (EO) and eyes closed (EC) on stable (-S-) and unstable (-U-) platforms. ResultsThe findings of this study showed poor postural stability in dyslexic children with respect to the non-dyslexic children group, as demonstrated by both spatial and temporal analysis. In both groups of children postural control depends on the condition, and improves when the eyes are open on a stable platform. Dyslexic children have spectral power indices that are higher than in non-dyslexic children and they showed a shorter cancelling time. ConclusionPoor postural control in dyslexic children could be due to a deficit in using sensory information most likely caused by impairment in cerebellar activity. SignificanceThe reliability of brain activation patterns, namely in using sensory input and cerebellar activity may explain the deficit in postural control in dyslexic children.

Effects of the design of written music on the readability for children with dyslexia

This study investigates the relationship between the design of written music and the number of mistakes dyslexic and non-dyslexic children make in reading music is investigated in this study. Previous research shows that children with dyslexia experience difficulties with reading music, especially discerning pitch. Common mistakes of dyslexic students are third-transpositions. Based on insights from previous studies, a questionnaire was developed with several design adaptations of written music. The questionnaire was filled out by 72 Dutch children aged between 8 and 13 years. The results show that children with dyslexia did make significantly more mistakes in reading pitch than non-dyslexic children. The number of mistakes was reduced by enlarging the staves and also by writing all the stems of the notes in the same direction. Using differently-coloured lines in the staff did not reduce the amount of mistakes and was in some cases counterproductive.

Visuomotor processing and hand force coordination in dyslexic children during a visually guided manipulation task.

Developmental Dyslexia negatively affects children's reading and writing ability and, in most cases, performance in sensorimotor tasks. These deficits have been associated with structural and functional alterations in the cerebellum and the posterior parietal cortex (PPC). Both neural structures are active during visually guided force control and in the coordination of load force (LF) and grip force (GF) during manipulation tasks. Surprisingly, both phenomena have not been investigated in dyslexic children. Therefore, the aim of this study was to compare dyslexic and non-dyslexic children regarding their visuomotor processing ability and GF-LF coordination during a static manipulation task. Thirteen dyslexic (8-14 YO) and 13 age- and sex-matched non-dyslexic (control) children participated in the study. They were asked to grasp a fixed instrumented handle using the tip of all digits and pull the handle upward exerting isometric force to match a ramp-and-hold force profile displayed in a computer monitor. Task performance (i.e., visuomotor coordination) was assessed by RMSE calculated in both ramp and hold phases. GF-LF coordination was assessed by the ratio between GF and LF (GF/LF) calculated at both phases and the maximum value of a cross-correlation function (rmax) and its respective time lag calculated at ramp phase. The results revealed that the RMSE at both phases was larger in dyslexic than in control children. However, we found that GF/LF, rmax, and time lags were similar between groups. Those findings indicate that dyslexic children have a mild deficit in visuomotor processing but preserved GF-LF coordination. Altogether, these findings suggested that dyslexic children could present mild structural and functional alterations in specific PPC or cerebellum areas that are directly related to visuomotor processing.