Effects of replicating primary-reflex movements on specific reading difficulties in children: a randomised, double-blind, controlled trial

Background Children with specific reading difficulties have problems that e xtend beyond the range of underlying language-related deficits leg, they ha ve difficulties with balance and mote, control). We investigated the role o f persistent primary reflexes (Which are closely linked in the earliest mon ths of life to the balance system) in disrupting the development of reading skills. Methods We assessed the efficacy of an intervention programme based on repl icating the movements generated by the primary-reflex system during fetal a nd neonatal life. A randomised, individually matched, double-blind, placebo -controlled design was used and children (aged 8-11 years) with persistent primary reflexes and a poor standard of reading were enrolled into one of t hree treatment groups: experimental (children were given a specific movemen t sequence); placebo control (children were given non-specific movements); and control (no movements). Findings From an initial sample of 98 children, 60 children, 20 in each gro up were matched on age, sex, verbal intelligence quotient (IQ), reading abi lity, and persistent asymmetrical tonic neck reflex. For asymmetrical tonic neck-reflex levels there was a significant (group by time) interaction (p< 0.001). The experimental group showed a significant decrease in the level o f persistent reflex over the course of the study (mean change -1.8 [95% CI -2.4 to -1.2], p<0.001), whereas the changes in the placebo-control and con trol groups were not significant (-0.2 [-0.9 to 0.6] and -0.4 [-0.9 to 0.2] ). Interpretation This study provides further evidence of a link between: read ing difficulties and control of movement in children. In particular, our st udy highlights how the educational functioning of children may be linked to interference from an early neurodevelopmental system (the primary-reflex s ystem). A new approach to the treatment of children with reading difficulti es is proposed involving assessment of underlying neurological functioning, and appropriate remediation.