In this study, we wonder how to compare the improvement in visual perceptual skills (by using the test of visual perceptual skills, TVPS) in children with dyslexia after two visual training types (a new immersive rehabilitation therapy called MoveR, and the classical vision therapy). Thirty-nine children with dyslexia were enrolled in the study. They were split into two groups (G1 and G2) matched in IQ (intelligence quotient), sex, and age. Children of the group G1 underwent to MoveR training while children of the group G2 underwent to visual training. TVPS scores of four subtests were assessed twice before and 6 months after the two different types of training (MoveR or visual). MoveR training is an immersive therapy to reinforce visual discrimination, visual attention, saccadic/vergence system and spatial orientation. Visual therapy is based by training different types of eyes movements (horizontal, vertical and oblique pursuits and saccades, convergence and divergence movements), reading task and some exercise for improving eyes–head coordination. Each training type lasted 30 min a day, five days a week, for two weeks. Before training, the TVPS scores of the four subtests measured were statistically similar for both groups of children with dyslexia (G1 and G2). After training, both group of children (G1 and G2) improved the TVPS score of the four subtests assessed; however, such improvement reached significance in G1 only. We conclude that MoveR training could be a more useful tool than classical visual training to improve visual perceptual abilities in dyslexic children. Follow up studies on a larger number of dyslexic children will be necessary in order to explore whether such improvement persists over time and its eventual implication in reading or other classroom’s activities.

Background: Motor as well as attentional skills are deficient in children with attention deficit hyperactivity disorder (ADHD). The aim of the present study was to explore whether a short immersive rehabilitation therapy could improve motor and visuo-attentional capabilities in children with ADHD. Methods: Forty children with ADHD participated in this study; IQ-, sex- and age-matched children were splitted in two groups (G1 and G2) of twenty. An unpredictable random sequence was used to allocate a child to group G1 (trained group) or G2 (control group). Oculomotor and postural performance for both groups of children were objectively assessed twice (before and after 16 min) by using an eye tracker and platform. Group G1 only underwent 16 min of immersive rehabilitation therapy, while the control group (G2) had 16 min of resting. The immersive therapy consisted of performing physical movement while training visual discrimination, attention and spatial orientation skills. Results: After 16 min, significant improvements in the fixation area (p = 0.008) and in the number of catch-up saccades during pursuit eye movements (p < 0.001), as well as a smaller postural instability index (PII) (p < 0.001), were observed for the trained group (G1) only. Conclusions: These findings suggest that children with ADHD could benefit from a short immersive therapy to improve both visual–attention and motor performances. This new immersive therapy is a useful tool allowing a better integration of both visual and motor sensory inputs via the cortico/cerebellar network. Follow-up studies on a larger number of children with ADHD will be necessary to explore the eventual possible persistence of such a training effect and imaging works will help to understand where such adaptive mechanisms take place.