Oren, AsliTalu, Burcu2024-08-042024-08-0420242667-663Xhttps://doi.org/10.4328/ACAM.22022https://hdl.handle.net/11616/103100Aim: The study aims to evaluate and compare balance and proprioception in dyslexic and typically developing children. Material and Methods: The study was carried out with 24 children diagnosed with dyslexia and 24 children with typical development between the ages of 8-16. Pediatric Berg Balance Scale (PBBS) and Tandem Walking Test (TWT) were used to evaluate balance ability. Proprioception assessment was evaluated by looking at the joint position sense with a goniometer at the specified angles for the knee and ankle. Results: There was a significant difference between children with typical development and dyslexia in terms of PBBS scores (p<0.05). In the TWT, there was a significant difference in all arm positions with eyes closed in terms of the number of steps, while a significant difference was found in all arm positions with eyes open and closed in terms of the time spent for each step (p<0.05). In terms of proprioception, a significant difference was found compared to individuals with typical development in only 10 degrees dorsiflexion of the foot (p<0.05). Discussion: It was observed that balance skills of children with dyslexia were negatively affected compared to children with typical development, no clear inference could be made in terms of proprioception and further studies were needed.eninfo:eu-repo/semantics/openAccessDyslexiaPostural BalanceCerebellumArticle15423423810.4328/ACAM.22022WOS:001206199400008N/A