Akademik Veri Yönetim Sistemi
HEAL 2026 - Hearing Across the Lifespan, Padua, İtalya, 4 - 06 Haziran 2026, ss.93, (Özet Bildiri)
Background/Rationale A specific learning disorder (SLD) is defined as a deficiency in reading, language, writing and mathematical skills compared to those of individuals with normal development. SLD is essentially a neurodevelopmental disorder, divided into subcategories based on the difficulties experienced. People who struggle with maths are said to have dyscalculia, while those who struggle with writing are said to have dysgraphia. Those with reading and language difficulties are said to have dyslexia. However, dyslexia is not just a phonological disorder; it is a systemic condition involving sensory-motor and cerebellar dysfunction. According to the Cerebellar Deficit Hypothesis, skill automation problems in dyslexia originate in the cerebellum. Due to the extensive connections between the cerebellum and the vestibular system, it is thought that vestibulo-ocular reflex (VOR) disorders increase cognitive load. Current neuro-otological literature has revealed vestibulo-cortical pathways that extend to the prefrontal cortex and the hippocampus. These pathways demonstrate that vestibular input is crucial for attention and memory processes. This study investigates whether vestibular rehabilitation can improve 'top-down' cognitive processes in dyslexic children by providing 'bottom-up' stimulation. Materials and Methods 26 participants took part in the study. All participants performed the Cawthorne–Cooksey Exercises for 30 minutes once daily over four weeks, either under researcher observation or by recording a video with their parents. The functional Head Impulse Test (f-HIT) was used to evaluate VOR gain and gaze stability before and after the exercises. The Stroop TBAG was used to assess skills such as selective attention and processing speed, and the Auditory Verbal Learning Test (AVLT) was used to measure memory and learning capacity. Results Statistically significant improvements in VOR gain were observed before and after exercise (p < 0.05). This indicates habituation and adaptation in the integration of the visual and vestibular systems. Statistically significant differences in reaction times and error rates were observed for Stroop 1 (p = 0.006), Stroop 3 (p = 0.026) and Stroop 5 (p = 0.032) in the Stroop TBAG results. Significant differences were also observed in the total number of characters marked (TN) (p = 0.005), the total number of correct characters (CP) (p = 0.007), test performance (TN-E) (p = 0.001), and the error percentage (E%) (p = 0.007) in the D2 attention test before and after exercise. Statistically significant differences were observed in all AVLT parameters (p < 0.05). This table shows that VOR development has a direct and positive effect on memory capacity. All findings reveal that Cawthorne-Cooksey exercises improved the attention and memory skills of dyslexic children, as evidenced by significant differences between the pre and post test results. Conclusions It has been concluded that Cawthorne-Cooksey exercises improve VOR in children with dyslexia and have positive effects on attention and memory. It is thought that adding vestibular rehabilitation exercises to the rehabilitation program for children with dyslexia will increase the effectiveness of rehabilitation. Keywords: Dyslexia, Cawthorne-Cooksey exercises, Attention, Memory