Evaluation of Podalic Support and Monitoring of Balance Control in Children with and without Dyslexia: A Pilot Study

Abstract

Background: The American Psychiatric Association has identified dyslexia as a neurobiological disorder. The aim of the study was to evaluate podalic support, balance control, and dyslexia’s effects on interpersonal relationships. Methods: Fifty-seven subjects were enrolled for this study. The subjects were divided into two groups. The experimental group was composed of children with diagnosis of dyslexia. The control group was composed of healthy subjects. Each subject underwent baropodometry and posturographic analysis. In addition, the Multidimensional Self-esteem Assessment test by Bracken was used for a precise measurement of self-esteem in both groups (TMA). Results: The static baropodometry and posturographic results of the experimental group were significantly higher compared to the control group. The analysis showed significant differences: Surface left and right, Surface forefoot left, Surface forefoot right, Retro foot surface left, Retro foot surface right, and the Ellipse surface area. The test for multidimensional self-esteem assessment (TMA) analysis showed a significant difference. The Pearson correlation index showed a high correlation between the following parameters: Surface ellipse vs. TMA; Length of sway path vs. average speed of movement. Conclusion: The dyslexic children showed a flat-footed trend and an unstable balance compared with healthy subjects. Furthermore, the Multidimensional Self-Esteem test showed significantly lower self-assessments in the experimental group compared to control group.