Short Term Auditory Pacing Changes Dual Motor Task Coordination in Children With and Without Dyslexia

in Adapted Physical Activity Quarterly
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  • 1 University of Delaware
  • | 2 Syracuse University
  • | 3 University of Colorado Boulder
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This study examined the effect of short-term auditory pacing practice on dual motor task performance in children with and without dyslexia. Groups included dyslexic with Movement Assessment Battery for Children (MABC) scores > 15th percentile (D_HIGH, n = 18; mean age 9.89 ± 2.0 years), dyslexic with MABC ≤ 15th percentile (D_LOW, n = 15; mean age 10.43 ± 1.8 years), and typically developing (TD, n = 18; mean age 10.64 ± 1.8 years). Participants clapped and walked simultaneously for 3 pretest trials, completed 16 trials with auditory pacing, and 3 posttest trials without pacing. D_LOW differed significantly from D_HIGH and TD in mean relative phase (MRP) of the clap relative to the step, and variability (VRP) of the MRP. Significant differences also existed between pretest blocks and all other blocks in MRP. The results suggest that a short-term auditory pacing may be effective in improving MRP in all children. Further, there may be subtypes of dyslexia wherein children have more profound coordination difficulties and may preferentially change dual motor task performance with auditory pacing.

Nancy Getchell is with the Health, Nutrition, and Exercise Sciences Department at the University of Delaware in Newark. Samuel Mackenzie is with the MD-PhD Program at Syracuse University in Syracuse, NY. Adam R. Marmon is with the University of Colorado in Boulder.

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