Enhancing Reading Skills Through Neuro-Sensorimotor Interventions: A Meta-Analysis of EEG And Robotic Protocols in Dyslexia

Traditional phonological interventions for dyslexia often yield modest improvements, prompting exploration of innovative neuro-sensorimotor approaches targeting crossing body midline deficits and interhemispheric integration underlying reading difficulties. Objective: This meta-analysis systematically examined the effectiveness of EEG neurofeedback and robotic entrainment protocols targeting crossing body midline functions on reading skills and bilateral coordination in individuals with dyslexia. Following PRISMA guidelines, we conducted a comprehensive search across PubMed, Scopus, Web of Science, and PsycINFO databases (2010-2025) with specific terms for crossing body midline and robotic entrainment interventions. Twenty-four studies encompassing 1,286 participants with dyslexia met inclusion criteria, all incorporating explicit crossing body midline training components. Random-effects meta-analysis calculated standardized mean differences (Hedges' g) with 95% confidence intervals. Subgroup analyses examined intervention type, crossing body midline training intensity, and duration effects. Neuro-sensorimotor interventions targeting crossing body midline functions demonstrated significant overall effectiveness (g = 0.64, 95% CI [0.42, 0.86], p < 0.001). Crossing body midline functions showed the strongest improvements (g = 0.73), followed by interhemispheric integration (g = 0.79, largest effect), reading fluency (g = 0.71), and bilateral coordination (g = 0.68). Combined EEG-robotic entrainment protocols yielded superior outcomes (g = 0.78) compared to standalone approaches. High-intensity crossing body midline training (>80% crossing exercises) produced significantly larger effects (g = 0.82) than moderate or low-intensity protocols. Longer intervention durations (>16 weeks) enhanced effectiveness (g = 0.89). This meta-analysis provides robust evidence supporting robotic entrainment interventions targeting crossing body midline functions as effective treatments for dyslexia. These findings validate theoretical frameworks linking bilateral coordination deficits to reading difficulties and suggest a paradigmatic shift toward interhemispheric integration-focused intervention approaches.