EPIDEMIOLOGY OF LEARNING DISABILITY

一套独特的情况下获得独立的资源 学区#535学生支持服务（提供评估 和管理的儿童从所有公共，教区，和私人 罗切斯特的学校），私人拥有的罗切斯特阅读中心 （其中包括约3 000项评价和辅导课程的成果） 教育跨越近50年），并建立了罗切斯特 流行病学项目（一个记录丰富的病历连接系统 位于马约诊所）--将使我们能够进行一些研究 为了加深我们对学习障碍（LD）的认识， 人口 对于这项研究，LD将包括阅读障碍和问题 与写作、推理和数学有关。这些机构长期以来 因其重要的社会、教育和医疗价值而受到认可。 导入. 这项研究将估计LD的发病率， 1976-1980年出生于明尼苏达州罗切斯特的儿童的出生队列， 并于1992年8月1日测定LD患病率。 此外，本发明还 巢式病例对照研究将评估因素之间的关联 出生证明和医疗记录以及父母 问卷调查，有发展LD的风险。我们会估计 LD的家族聚集性，我们将确定遗传和非- 影响任何观察到的家族聚集的遗传成分。 此外，还将进行复杂的隔离分析， 把意外病例作为先证者我们将评估潜在影响 通过比较， 基于人群的事件学习障碍病例 马约省残疾人（同期出生） 转介做法。最后，事件案例的现状，1976- 1980年，他们的匹配对照将使用一组 标准的心理测试，以更好地了解每个学生 LD儿童的长期结果。 因此，在结束时， 通过这项研究，我们将加深对LD发生的认识， 提供了关于病原学和家族聚集性的新信息， LD和进一步了解的自然史/临床过程中， disorder.

A unique set of circumstances access to the resources of Independent School District #535 Student Support Services (which provides evaluation and management for the children from all public, parochial, and private schools in Rochester), of the privately owned Rochester Reading Center (which includes a pool of some 3,000 evaluations and outcomes of tutorial instruction that span nearly 50 years), and of the established Rochester Epidemiology Project (a richly-documented medical records-linkage system located at Mayo Clinic) -- will enable us to conduct a number of studies to further our knowledge of learning disabilities (LD) in a delineated population. For this study, LD will include dyslexia and problems related to writing, reasoning, and mathematics. These entities have long been recognized for their significant social, educational, and medical import. This study will produce estimates of the incidence of LD among a birth cohort of children, born 1976-1980 in Rochester, Minnesota, as well as to determine the prevalence of LD on August 1, 1992. Further, a nested case-control study will assess the association between factors from birth certificates and medical records, as well as a parent questionnaire, with risk of developing LD. We will estimate the amount of familial aggregation of LD and we will determine the genetic and non- genetic components that influenced any observed familial aggregation. Also, complex segregation analysis will be conducted with learning disabled incident cases as probands. We will assess the potential impact of referral biases inherent in referral-based studies of LD by comparing the population-based incident learning disabled cases with learning disabled cases (born during the same period of time) from the Mayo referral practice. Finally, the current status of incident cases, 1976- 1980, and their matched controls will be assessed using a group of standard psychological tests for each student to better understand the long-term outcomes of children with LD. Thus, at the conclusion of this study, we will have advanced our knowledge of the occurrence of LD, and provided new information about the etiology and familial aggregation of LD and further insight of the natural history/clinical course of the disorder.