Effectiveness of Proprioception-Enhancing Exercises on Dyslexia and Dysgraphia in Students with Specific Learning Disorder*

Changizi, Tahmineh; Naderi, Farah; Homaei, Rezvan; Bavi, Sasan

doi:10.22034/iepa.2022.167718

Effectiveness of Proprioception-Enhancing Exercises on Dyslexia and Dysgraphia in Students with Specific Learning Disorder*

Document Type : Original Article

Authors

Tahmineh Changizi ¹

Farah Naderi ¹

Rezvan Homaei ¹

Sasan Bavi ²

¹ Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

² Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.

https://doi.org/10.22034/iepa.2022.167718

Abstract

Students with specific learning disorders (SLD) have major difficulties in learning and using listening, speaking, reading, writing, and math skills. The present study aimed to investigate the effectiveness of proprioception-enhancing exercises on dyslexia and dysgraphia in students with SLD. The research method was quasi-experimental with a pretest-posttest design and a control group. The study population consisted of all girl and boy elementary school students (2nd and 3rd grades) with SLD who received educational and rehabilitation services from public and private centers for learning disorders in Ahvaz, Iran in 2022. Using convenience sampling, 30 students were selected and randomly assigned to the experimental and control groups (n= 15 per group). The participants in the experimental group received proprioception-enhancing exercises in twelve 45-minute sessions, whereas those in the control group received no intervention. The research instruments included the Reading and Dyslexia Test and Dysgraphia Test. The data were statistically analyzed using analysis of covariance (ANCOVA). According to the demographic results, the mean age of the students in the experimental and control groups was 8.64±2.31 and 8.30±2.47 years, respectively. The results showed that proprioception-enhancing exercises were effective in improving dyslexia and dysgraphia in students with SLD (p<0.01). It can be hence concluded that proprioception-enhancing exercises improve not only dyslexia and dysgraphia in students with SLD but also their academic performance.

Keywords

Proprioception-enhancing

Dyslexia

Dysgraphia

Specific learning disorder

Students

20.1001.1.26455447.2022.5.18.10.7

Agostine, S., Erickson, K., & D'Ardenne, C. (2022). Sensory Experiences and Children with Severe Disabilities: Impacts on Learning. Front Psychol, 13, 875085. https://doi.org/10.3389/fpsyg.2022.875085
Aman, J. E., Elangovan, N., Yeh, I. L., & Konczak, J. (2014). The effectiveness of proprioceptive training for improving motor function: a systematic review. Front Hum Neurosci, 8, 1075. https://doi.org/10.3389/fnhum.2014.01075
Bagheri Nia, H., Zareian, G. R., Mohammadi Hoseini, S. A., & Ejadi, Z. (2022). The Effect of Visual and Auditory Accuracy Training Strategies on Improving the Reading Performance of Second-Year Elementary Students with Dyslexia in Sabzevar. Iranian Journal of Learning & Memory, 4(16), 55-62. https://journal.iepa.ir/article_147357.html
Blanchet, M., & Assaiante, C. (2022). Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts. Children (Basel), 9(6). https://doi.org/10.3390/children9060892
Bruininks, R. H., & Bruininks, B. D. (2005). Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) [Database record]. APA PsycTests. https://doi.org/https://doi.org/10.1037/t14991-000
Camarata, S., Miller, L. J., & Wallace, M. T. (2020). Evaluating Sensory Integration/Sensory Processing Treatment: Issues and Analysis [Review]. Frontiers in Integrative Neuroscience, 14. https://www.frontiersin.org/articles/10.3389/fnint.2020.556660
Chacko, D., & Vidhukumar, K. (2020). The Prevalence of Specific Learning Disorder among School-going Children in Ernakulam District, Kerala, India: Ernakulam Learning Disorder (ELD) Study. Indian J Psychol Med, 42(3), 250-255. https://doi.org/10.4103/ijpsym.Ijpsym_199_19

Cheng, D., Miao, X., Wu, H., Chen, C., Chen, Q., & Zhou, X. (2022). Dyscalculia and dyslexia in Chinese children with idiopathic epilepsy: Different patterns of prevalence, comorbidity, and gender differences. Epilepsia Open, 7(1), 160-169. https://doi.org/10. 1002/epi4.12577
Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Transl Pediatr, 9(Suppl 1), S46-s54. https://doi.org/10.21037/tp.2019.11.01
Crasta, J. E., Salzinger, E., Lin, M. H., Gavin, W. J., & Davies, P. L. (2020). Sensory Processing and Attention Profiles Among Children with Sensory Processing Disorders and Autism Spectrum Disorders. Front Integr Neurosci, 14, 22. https://doi.org/10.3389/fnint.2020.00022
Drotár, P., & Dobeš, M. (2020). Dysgraphia detection through machine learning. Sci Rep, 10(1), 21541. https://doi.org/10.1038/s41598-020-78611-9
Esmaili, S. K., Shafaroodi, N., Mehraban, A. H., Parand, A., Qorbani, M., Yazdani, F., & Mahmoudpour, A. (2016). Prevalence of Psychiatric Symptoms and Mental Health Services in Students with Specific Learning Disabilities in Tehran, Iran. International Journal of Mental Health and Addiction, 14(4), 438-448. https://doi.org/10.1007/s11469-015-9617-3
Faghani, B., Derakhshan, A., & Ali, Z. (2015). A Review on the Effect of Using Dictogloss Tasks and Fake Scoring on Children's Dictation Ability. English Linguistics Research, 4. https://doi.org/10.5430/ elr.v4n3p58
Faramarzi, S. (2020). The effect of sensory integration on dysorthographia of students with specific learning disability. Journal of Learning Disabilities, 9(4), 89-113. https://doi.org/10.22098/jld.2020.956
Habib, M. (2021). The Neurological Basis of Developmental Dyslexia and Related Disorders: A Reappraisal of the Temporal Hypothesis, Twenty Years on. Brain Sci, 11(6). https://doi.org/10.3390/brainsci11060708
Hashemi Malekshah, S., Alizadeh, H., Rezayi, S., & Asgari, M. (2021). Development of Physical-motor Activities Training Package and Evaluation of its Effectiveness on Handwriting Problems in Children With Attention Deficit / Hyperactivity Disorder. The Scientific Journal of Rehabilitation Medicine, 10(4), 848-865. https://doi.org/10.32598/sjrm.10.4.18
Jabbari, S. (2017). Designing and constructing the written expression disorder test for the students of primary school. Academic Journal of Curriculum Research, 6(2), 65-87. https://doi.org/https://doi.org/10.22099 /jcr.2017.3964
Janmohammadi, S., Haghgoo, H. A., Farahbod, M., Overton, P. G., & Pishyareh, E. (2020). Effect of a visual tracking intervention on attention and behavior of children with Attention Deficit Hyperactivity Disorder. J Eye Mov Res, 12(8). https://doi.org/ 10.16910/jemr.12.8.6
Kim, S. K. (2021). Recent update on reading disability (dyslexia) focused on neurobiology. Clin Exp Pediatr, 64(10), 497-503. https://doi.org/10.3345/cep.2020.01543
Kunhoth, J., Al-ma'adeed, S., Kunhoth, S., & Akbari, Y. (2022). Automated Systems For Diagnosis of Dysgraphia in Children: A Survey and Novel Framework. https://doi.org/10.48550/arXiv.2206.13043
Mahmoodi, H., Abdollahzadeh, H., & Rahmati, M. (2019). Effectiveness of integrating Sensory Integration method and direct reading comprehension training on promoting the working memory and attention span in students with dyslexia. Journal of Learning Disabilities, 9(1), 116-137. https://doi.org/10. 22098/jld.2019.836
McCloskey, M., & Rapp, B. (2017). Developmental dysgraphia: An overview and framework for research. Cogn Neuropsychol, 34(3-4), 65-82. https://doi.org/10.1080/02643294.2017.1369016
Moon, K. M., Kim, J., Seong, Y., Suh, B. C., Kang, K., Choe, H. K., & Kim, K. (2021). Proprioception, the regulator of motor function. BMB Rep, 54(8), 393-402. https://doi.org/10.5483/BMBRep.2021.54.8.052
Moradi, A., Hosaini, M., Kormi Nouri, R., Hassani, J., & Parhoon, H. (2016). Reliability and Validity of Reading and Dyslexia Test (NEMA). Advances in Cognitive Sciences, 18(1), 22-34. http://icssjournal.ir/ article-1-409-en.html
Norozbakhsh, R., Hashemi, T., & Rezaie, A. (2021). Investigation of the Effectiveness of Cognitive Rehabilitation on Several Kinds of Attention of Third Grade Students with Special Learning Disabilities with a Gender Mediating Role. Iranian Journal of Learning & Memory, 4(13), 29-37. https://journal. iepa.ir/article_136420.html
Ouellet, B., Carreau, E., Dion, V., Rouat, A., Tremblay, E., & Voisin, J. I. A. (2021). Efficacy of Sensory Interventions on School Participation of Children With Sensory Disorders: A Systematic Review. Am J Lifestyle Med, 15(1), 75-83. https://doi.org/10.1177 /1559827618784274
Quinn, M. T. (2009). Assessing and Intervening with Children with Speech and Language Disorders. In Best Practices in School Neuropsychology (pp. 551-578). https://doi.org/https://doi.org/10.1002/9781118269855.ch22
Rosenbaum, J., Hascoët, J. M., Hamon, I., Petel, A., Caudron, S., & Ceyte, H. (2021). Body Mobility and Attention Networks in 6- to 7-Year-Old Children. Front Psychol, 12, 743504. https://doi.org/10.3389 /fpsyg.2021.743504
Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxf Rev Educ, 46(4), 501-513. https://doi.org/ 10.1080/03054985.2020.1765756
Tuthill, J. C., & Azim, E. (2018). Proprioception. Current Biology, 28(5), R194-R203. https://doi.org/https:// doi.org/10.1016/j.cub.2018.01.064

Vinutha, U. M., Priya, R. H., & Samreen, C. (2021). Types of Specific Learning Disability. In M. Sandro (Ed.), Learning Disabilities (pp. Ch. 1). IntechOpen. https://doi.org/10.5772/intechopen.100809
Wang, J., Huo, S., Wu, K. C., Mo, J., Wong, W. L., & Maurer, U. (2022). Behavioral and neurophysiological aspects of working memory impairment in children with dyslexia. Scientific Reports, 12(1), 12571. https://doi.org/10.1038/ s41598-022-16729-8
Woodcock, S., & Faith, E. (2021). Am I to blame? Teacher self-efficacy and attributional beliefs towards students with specific learning disabilities. Teacher Development, 25(2), 215-238. https://doi.org/10. 1080/13664530.2020.1863256
Yakut, A. D. (2021). Students with Specific Learning Disabilities in Inclusive Settings: A study of Teachers’ Self-Efficacy. Learning Disabilities Research & Practice, 36(2), 136-144. https://doi.org/https://doi.org/10.1111/ldrp.12241