The effect of an oculomotor-vestibular-proprioceptive sensory stimulation programme on reading skills in children aged 8 to 12 years 11 months

Abstract

The oculomotor system plays an important role in reading skills. A sensory stimulation oculomotor-vestibular-proprioceptive intervention programme was provided to primary school children who were based at a remedial school and were identified as poor readers. A sample of 30 children ranging between 8 years and 12 years 11 months formed the final participants for the study. Learners were divided into two groups and the programme was presented in an alternate group design with groups acting as a control when not receiving intervention. The intervention sessions were carried out twice weekly for three weeks. The assessments included the Neale Analysis of Reading, the Developmental Eye Movement test and an informal eye movement test. The change in oculomotor function and reading over the intervention and control periods for both groups was determined. The results of this study were used to explore the impact of sensory stimulation on oculomotor function and reading skills. Significant positive changes were recorded for both groups but for different components of oculomotor function and reading. Group A had significant change for eye movements across the midline, DEM horizontal scores and rate of reading. Group A continued to improve after the intervention was withdrawn. Group B had significant change for quick localisation, DEM errors scores and reading accuracy and comprehension. Moderate correlations were found between vertical and horizontal scores, accuracy, and rate of reading.