The study involved investigating dyslexic children's postural control responses when visual and somatosensory cues were separately manipulated. Twenty dyslexic and 19 nondyslexic children performed a trial by standing upright inside a moving room and another by lightly touching a moving bar. Both trials lasted 240 s with the following three different stimulus characteristics: low (pretransition), high (transition), and low amplitude (posttransition). Body sway magnitude and the relationship between the movement of the room/bar surface and body sway were examined. When compared to nondyslexic children, dyslexic children oscillated with higher magnitude in the transition and posttransition under visual and somatosensory manipulation; their sway was more influenced by visual manipulation in the transition and posttransition, and they used higher applied force levels in the somatosensory modality in all conditions. The results suggest that dyslexic children could not efficiently reweight visual cues when compared to nondyslexic children. The same was not observed in the somatosensory cues when dyslexic children reduced the influence of the somatosensory stimulus. The proper use of somatosensory information was related to stronger acquired cues and higher applied forces as observed for dyslexic children. Dyslexic children experience difficulties in dynamically reweighting sensory cues although these types of difficulties are overcome when more informative sensory cues are provided.

中文翻译：

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阅读困难的儿童需要更强大的信息来解决相互矛盾的感觉情况

这项研究涉及当分别操纵视觉和体感提示时，对阅读障碍儿童的姿势控制反应进行调查。二十名阅读障碍儿童和19名非阅读障碍儿童通过在运动室内直立站立而另一位通过轻触运动杠铃进行了试验。两项试验持续240 s，具有以下三种不同的刺激特征：低（过渡前），高（过渡）和低振幅（后过渡）。检查了车身摇摆幅度以及房间/酒吧表面的运动与车身摇摆之间的关系。与非阅读障碍儿童相比，阅读障碍儿童在视觉和体感的操纵下，在过渡和过渡后的振荡幅度更大。他们的摇摆在过渡和过渡后受到视觉操纵的影响更大，在所有情况下，他们在体感模式中使用了更高的作用力水平。结果表明，与非阅读障碍儿童相比，阅读障碍儿童无法有效地改变视觉提示。阅读障碍儿童减少了体感刺激的影响时，在体感提示中未观察到相同的情况。正确使用体感信息与阅读障碍儿童观察到的更强的获得性线索和更大的施加力有关。诵读困难的儿童在动态调整感官提示时会遇到困难，尽管在提供更多信息性感官提示时可以克服这些类型的困难。结果表明，与非阅读障碍儿童相比，阅读障碍儿童无法有效地改变视觉提示。阅读障碍儿童减少了体感刺激的影响时，在体感提示中未观察到相同的情况。正确使用体感信息与阅读障碍儿童观察到的更强的获得性线索和更大的施加力有关。诵读困难的儿童在动态调整感官提示时会遇到困难，尽管在提供更多信息性感官提示时可以克服这些类型的困难。结果表明，与非阅读障碍儿童相比，阅读障碍儿童无法有效地改变视觉提示。阅读障碍儿童减少了体感刺激的影响时，在体感提示中未观察到相同的情况。正确使用体感信息与阅读障碍儿童观察到的更强的获得性线索和更大的施加力有关。诵读困难的儿童在动态调整感官提示时会遇到困难，尽管在提供更多信息性感官提示时可以克服这些类型的困难。