Reading is much more than recognising words on a page. It requires a highly coordinated effort involving the eyes, as well as the body’s motor and sensory systems. As the brain develops from the bottom up, the maturity of these systems depends on the integration of primitive reflexes and development of postural reflexes during the first years of life, which can significantly influence a child’s readiness for the complex cognitive tasks involved in reading.

The foundational needs for reading involve a range of sensory - motor skills that support both cognitive and physical development, including:

• Hand-eye coordination
• Bilateral coordination
• Fine & gross motor skills
• Spatial awareness
• Balance & vestibular system development
• Core strength & postural control

How reflexes can affect reading

When reflexes that support the development of cognitive and physical foundations remain unintegrated or underdeveloped, they can disrupt the building blocks needed for reading and may create significant learning challenges. When reflexes are retained, the foundations of the nervous system are not fully developed. A mature nervous system is needed for higher level brain functions.

Possible signs in reading

• Poor eye tracking and delayed visual processing
• Difficulty understanding text directionality
• Challenges with letter and number orientation
• Reduced visual discrimination and visual perception
• Postural instability, making it difficult to keep the head and eyes stable when scanning across a page
• Reduced comprehension due to the extra effort required to manage these underlying physical, cognitive and visual demands.

Writing

Like reading, writing is a complex task that relies on mature sensory-motor systems and higher-level cognitive processes. It too is a body and brain process requiring static balance, visual-motor integration, postural control and the ability to plan, organise and express ideas.

How Retained Reflexes Can Affect Writing

Retained primitive reflexes, poor postural control and central nervous system immaturity can disrupt the sensory-motor foundations needed for automatic, fluent writing. When these foundations are not well developed, a child may need to use significantly more energy and conscious effort to control their hands, vision, posture and attention.

If retained, reflexes such as the Asymmetrical Tonic Neck Reflex (ATNR), Symmetrical Tonic Neck Reflex (STNR), Palmar Grasp Reflex and Tonic Labyrinthine Reflex (TLR) may place additional demand on the central nervous system.  This may require the child to focus more on the mechanics of writing and maintaining postural control than on what they want to write. 

Possible Signs in Writing

• Immature or inconsistent pencil grip, or excessive pressure on the writing implement
• Fine motor difficulties
• Poor hand-eye coordination  
• Possible hand cramping
• Messy or slow handwriting
• Visual challenges, such as poor eye tracking, directionality, difficulty copying from the board or difficulty maintaining focus
• Postural control difficulties, including fidgeting, poor sitting position or an awkward writing angle
• Bilateral integration difficulties, including challenges crossing the midline
• Poor letter formation, reversals or orientation difficulties
• Reduced concentration, increased effort or fatigue

Primitive reflex integration, postural reflex development and central nervous system maturity provide the foundation for efficient reading and writing. When these systems are well developed, a child is better able to maintain posture, coordinate eye and hand movements, sustain attention and use cognitive energy for comprehension, expression and learning. When reflexes are retained or the nervous system remains immature, these underlying demands can make reading and writing feel effortful, affecting fluency, accuracy, stamina and confidence.