Are balance problems connected to reading speed or the familial risk of dyslexia?
Bibliographic record
Abstract
AIM: The aim of this study was to examine the connection between balance problems and reading speed in children with and without a familial risk of dyslexia by controlling for the effects of attention, hyperactivity, and cognitive and motor functioning. METHOD: The prevalence of balance problems was studied in 94 children (48 females, 46 males) with a familial risk of dyslexia (at-risk group) and 85 children (38 females, 47 males) without a risk of dyslexia (comparison group). Further, the relationships between balance problems (at age 8y 6mo), reading proficiency (at age 9y), attention-deficit-hyperactivity disorder (at age 8y), and cognitive (at age 8y 6mo) and motor functioning (at age 6y 6mo) were examined. Inclusion criteria for the at-risk group were that at least one parent had a confirmed reading problem and one or more of the parents' close relatives also had a reading problem. The Good Balance System was used to assess static standing balance, word-list and text reading tasks were used to measure reading proficiency. The Behavioural Assessment System for Children - Parent Rating Scale was used to assess attention-deficit-hyperactivity disorder, the Wechsler Intelligence Scale for Children was used to assess cognitive functioning, and the Movement Assessment Battery for Children was used to measure motor functioning. RESULTS: Balance (F((1,177)) =4.82; p=0.029; =0.027) and reading (F((1,176)) =11.95; p=0.001; =0.064) problems were more common in the at-risk group than in the comparison group. Furthermore, attention, hyperactivity, IQ, and motor functioning were not related to balance problems. However, attention (F((1,154)) =10.80; p=0.001; =0.066) and IQ (F((1,170)) =22.08; p<0.001; =0.115) were individually connected to reading speed. INTERPRETATION: Balance problems alone could not produce any differences in reading skills. Instead, both balance problems and reduced reading skills were mainly associated separately with a familial risk of dyslexia. This indicates that there may be a shared genetic mechanism between balance and reading problems.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".