Visual-Motor Integration Abilities in a Sample of School Age Children with Specific Learning Disorder (reading disorder) Following Multi-Sensory Program Remediation: A Case Control Prospective Study

Abstract

Developmental dyslexia (DD) is one of the learning difficulties, especially in reading failure in accuracy, fluency and understanding that cannot be explained by problems in educational opportunity, general intelligence, general motivation, or sensory sensitivity. In the current study we aimed to evaluate and compare visual motor abilities in a group of Specific Reading Disorder and control children, study the degree of improvement that might occur following a highly structured multisensory remediation, study and compare the socio-demographic and clinical factors in the study population for 6 weeks that might correlate with the probable improvement and detect risk factors and possible predictors that might herald improvement. This study included 60 school-age children, age 8 to 10 with specific learning disorder. Included children were divided into 2 groups: study group and control group. Study group children were subjected to visual motor integration training for 6 weeks involving training exercises for visual perception, attention, motor coordination and VMI. Assessment of visual motor integration,