Literacy difficulties and psychiatric disorders: evidence for comorbidity
Literacy difficulties and psychiatric disorders: evidence for comorbidity
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DOI：
10.1111/j.1469-7610.2004.00366.x
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发表时间：
2005-05-01
影响因子：
7.6
通讯作者：
Meltzer, H
中科院分区：
文献类型：
--
作者：
Carroll, JM;Maughan, B;Meltzer, H
背景：读写困难与破坏性行为障碍和情绪障碍都有很高的共病率，但这些关联的性质和特异性仍存在问题。
方法：在一个针对9至15岁儿童的大规模全国性样本中，研究了特定读写困难与精神障碍之间的关系。
结果：特定读写困难在社会经济背景较低的儿童中更为常见，并且与男孩和女孩患注意缺陷多动障碍（尤其是注意力不集中症状）、品行障碍和焦虑障碍的风险增加显著相关，还与男孩的抑郁情绪自我报告相关。读写困难与注意缺陷多动障碍（ADHD）和品行障碍（CD）诊断之间的关联是由注意力不集中介导的，与情绪低落的关联也是如此。特定读写困难与焦虑之间的联系具有不同的性质，表明读写问题对焦虑障碍风险有直接影响。
结论：读写困难通过注意力不集中与外化性障碍显著相关，但对于天生焦虑的儿童来说，可能是发展到具有临床显著水平焦虑的更直接风险因素。
Background: Literacy difficulties show high levels of comorbidity with both disruptive and emotional disorders, but questions remain over the nature and specificity of these links. Method: Relationships between specific literacy difficulties and psychiatric disorder were investigated in a large-scale national sample of children aged 9 to 15 years. Results: Specific literacy difficulties were more common in children from lower socio-economic backgrounds, and were significantly associated with increased risks of Attention-Deficit Hyperactivity Disorder (especially inattentive symptomatology), Conduct Disorder and anxiety disorders in both girls and boys, and with self-reports of depressed mood in boys. Associations between literacy difficulties and diagnoses of both Attention-Deficit Hyperactivity Disorder (ADHD) and Conduct Disorder (CD) were mediated by inattentiveness, as were links with low mood. Links between specific literacy difficulties and anxiety were of a different nature, suggestive of a direct impact of literacy problems on risk for anxiety disorders. Conclusions: Literacy difficulties are significantly associated with externalising disorders via inattention, but may constitute a more immediate risk factor for naturally anxious children to develop clinically significant levels of anxiety.