The Effect of a Stroop-like Task on Postural Control in Dyslexic Children
ntroduction-Postural control involves the integration of visual, vestibular and proprioceptive inputs in order to produce correct motor commands to control the body's position in space. In everyday life, attentional resources used to control posture are frequently shared so as to perform other tasks simultaneously; thus postural stability is naturally part of a dual task. Results- When the postural control of children was recorded in standard Romberg condition as the children were asked to perform cognitive tasks to split attention, dyslexic children were seen to be significantly more unstable than non-dyslexic ones and worse while performing the secondary tasks than controls. Conclusions- The postural instability observed in dyslexic children is in line with the cerebellar hypothesis and supports the idea of a deficit in automatic performance in such children. "Frank and Levinson were the first to report  subjectively that dyslexic children showed neurological signs of cerebellar-vestibular deficiency (i.e., positive Romberg test, difficulty in tandem walking, articulatory speech disorders, hypotonia, and several dysmetric deficits)."
Dr. Harold Levinson believes these important findings provide an important validation of his initially reported cerebellar-vestibular findings and hypothesis of dyslexia by this outstanding group of researchers. It also highlights the importance of clinical research, referred to here as "subjective." However, these initial findings were blindly validated independently by outstanding neurologists and neurotologists, characterizing >%96 of the dyslexics examined. By comparison, so called objective research reported a primary cerebral origin of dyslexia for a century before and decades following 1973, despite all clinical evidence to the contrary. And despite decades of follow-up cerebellar-vestibular research into dyslexia and related, overlapping ADHD, phobias, and a score of differently named co-morbid disorders.
About Harold Levinson, M.D.
Formerly Clinical Associate Professor of Psychiatry at New York University Medical Center, Dr. Harold Levinson is currently Director of the Levinson Medical Center for Learning Disabilities in Great Neck, New York. He is a well known neuropsychiatrist, clinical researcher and author. His "highly original" research into the cerebellar-vestibular (inner-ear) origins and treatment of dyslexia and related learning, attention-deficit/hyperactivity and anxiety or phobic disorders has evolved over the past four decades. Levinson's concepts encompass the collective insights derived from the examinations, follow-up and successful treatment of over 35,000 children, adults and even seniors and have led to new methods of screening, diagnosis, treatment and prevention. His expanded theories appear capable of encompassing and/or explaining all reported symptoms as well as most other concepts and experimental data, thus resulting in a truly holistic perspective.
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