EPIDEMIOLOGY OF LEARNING DISABILITY

一组独特的环境访问独立的资源 学区#学生支助服务(提供评估 以及对所有公立、教区和私立的儿童的管理 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项评估和教程结果 跨越近50年的教学)，以及老牌罗切斯特 流行病学项目(一个记录丰富的病历-链接系统 位于梅奥诊所)--将使我们能够进行多项研究 为了进一步加深我们对学习障碍(LD)的认识 人口。在这项研究中，学习困难将包括阅读困难和问题 与写作、推理和数学有关的。这些实体长期以来 因其在社会、教育和医疗方面的重要作用而受到认可 导入。这项研究将对以下人群中学习障碍的发病率进行估计 出生在明尼苏达州罗切斯特的1976-1980年出生的儿童队列 并于1992年8月1日确定LD的患病率。此外， 一项嵌套的病例对照研究将评估各因素之间的关联 从出生证明和医疗记录，以及父母 问卷调查，有发生学习障碍的风险。我们将估计金额。 我们将确定遗传性和非遗传性的 影响任何观察到的家族聚集性的遗传成分。 此外，还将结合学习进行复杂的分离分析 作为先驱的残障事件案例。我们将评估潜在的影响 基于转介的学习障碍研究中固有的转介偏向 基于人群的事件学习障碍案例与学习 来自梅奥的残疾案例(出生在同一时期) 转介实践。最后，1976年事件案件的现状-- 他们的匹配对照将使用一组 为每个学生提供标准的心理测试，以更好地理解 学习障碍儿童的远期结局。因此，在此结束时， 通过研究，我们将提高对学习障碍发生的认识，并 提供了有关该病的病因和家族聚集性的新信息 LD和对该病自然病史/临床病程的进一步了解 无序。

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.