Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills
Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills
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DOI：
10.1007/s11145-006-9020-3
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发表时间：
2007-02-01
影响因子：
2.5
通讯作者：
Olson, Richard K.
中科院分区：
文献类型：
--
作者：
Willcutt, Erik G.;Betjemann, Rebecca S.;Olson, Richard K.
许多研究探讨了学龄儿童阅读困难和注意缺陷多动障碍(ADHD)之间的联系的病因，但在正式阅读教学开始之前，关于阅读前技能和ADHD行为之间的关系却知之甚少。以人群为基础的809对学龄前双胞胎完成了广泛的阅读前测试，每对双胞胎的父母都完成了ADHD评定量表。表型分析显示，DSM-IV注意力不集中等级与六项阅读前综合测量指标之间存在微小但显著的相关性，而多动-冲动症状与任何阅读前分数都没有独立的关联。多变量双胞胎分析表明，几乎所有注意力不集中和阅读前表现之间的表型相关性都归因于共同的遗传影响，这与对年龄较大的双胞胎的研究结果一致。虽然还需要更多的研究来测试五岁以下儿童的其他因果模型，但这些结果与阅读困难和注意力不集中症状可归因于共同基因影响的假设最一致。
Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas hyperactivity-impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is needed to test alternative causal models in children younger than five years old, these results are most consistent with the hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences.