UCL Discovery

Abstract

Background: The goal of this study was to investigate the automaticity/cerebellar theory of dyslexia. We tested phonological skills and cerebellar function in a group of dyslexic 8–12-year-old children and their matched controls. Tests administered included the Phonological Assessment Battery, postural stability, bead threading, finger to thumb and time estimation.Results: Dyslexic children were found to be significantly poorer than the controls at all tasks but time estimation. About 77% of dyslexics were more than one standard deviation below controls in phonological ability, and 59% were similarly impaired in motor skills. However, at least part of the discrepancy in motor skills was due to dyslexic individuals who had additional disorders (ADHD and/or DCD). The absence of evidence for a time estimation deficit also casts doubt on the cerebellar origin of the motor deficiency. About half the dyslexic children didn't have any motor problem, and there was no evidence for a causal relationship between motor skills on the one hand and phonological and reading skills on the other.Conclusion: This study provides partial support for the presence of motor problems in dyslexic children, but does not support the hypothesis that a cerebellar dysfunction is the cause of their phonological and reading impairment.