difficulties that may compromise a child's academic progress. Difficulties in keeping pace with peers and changes in behaviors such as

reading and writing can serve as warning signs for this population. These signs may indicate the presence of learning disorders, such as

dyslexia. Dyslexia is characterized by difficulties in accurate and fluent word recognition, decoding, and spelling, requiring thorough

evaluation and appropriate interventions to mitigate its impacts on the educational process 1,2.

also exhibit poor performance in several motor skills and capacities 3. Barela and colleagues 4 suggested that all these differences could

be due to differences in how children with dyslexia integrate sensory cues into motor action, a sensory-motor integration impairment. One

of the theories explaining developmental dyslexia suggests that cerebellar dysfunction impairs sensorimotor integration, affecting

coordination and the automatization of cognitive skills such as reading 3,5. Recent evidence shows that proprioceptive interventions

enhancing sensorimotor processing improve reading in children with dyslexia 6.

environment. The activities consisted in the combination of locomotor and object control fundamental skills, aiming to challenge motor

coordination and postural control, and to provide sensory enhancement activities meshed with cognitive challenges. Each session day

was structured with a warm-up (10 minutes); main part with 3 activities, each lasting about 10 minutes; and a cool-down (10 minutes).

The activities in the main part of the session focused on the specific skill being developed (e.g., balance, object manipulation) or the

combination of multiple skills (e.g., object control with the hands combined with dynamic balance, or dynamic balance with the restriction

of a sensory information, such as vision). In addition to these combinations, activities also included moments of engagement with

physical fitness and cognitive tasks (e.g., decision-making and strategic adjustments during activities).

exhibited high levels of engagement and involvement with the proposed activities. Taken all together, the "Dislé" program seems to

constitute an important tool for mitigating learning and behavioral difficulties experienced by children with dyslexia.

REFERENCES