Davis T C, Byrd R S, Arnold C L, Auinger P, Bocchini J A
Department of General Medicine and Pediatrics, Louisiana State University Medical Center in Shreveport, 71130-3932, USA.
J Adolesc Health. 1999 Jun;24(6):403-11. doi: 10.1016/s1054-139x(98)00148-7.
To investigate the relationship between inadequate literacy and violent behavior among adolescents.
This descriptive study involved a convenience sample of 386 adolescents who participated in a summer track and field and literacy program serving youths in low-income neighborhoods in Shreveport, Louisiana, during 1994-1996. Self-reported violence was measured using the Youth Risk Behavior Survey (YRBS) and reading grade levels were measured by the Slosson Oral Reading Test-Revised (SORT-R).
Youths ranged in age from 11 to 18 years; 66% were male, and 86% were African-American. Forty-three percent of adolescents tested had below-grade reading levels (> or = 2 grades). Participants with below-grade reading skills had higher rates of self-reported violent behaviors compared with those reading at grade level. When gender, race, and age were controlled for, adolescents reading below grade level were significantly more likely to report carrying weapons [odds ratio (OR) = 1.9; 95% confidence interval (CI) 1.1-3.5], carrying guns (OR = 2.6; CI 1.1- 6.2), to have been in a physical fight at school (OR = 1.7; CI 1.1-2.6), and to have been in a physical fight resulting in injuries requiring treatment (OR = 3.1; CI 1.6-6.1). In addition, youths reading below grade level were significantly more likely to be threatened at school with a weapon (OR = 2.1; CI 1.2-3.7) and to report missing days of school in the previous 30 days because they felt unsafe at school (OR = 2.3; CI 1.3-4.3). In characterizing the violence related behaviors, we found that low reading-level adolescents were more likely to be both aggressor/perpetrator and victim (44% vs. 32%; p = .02) and less likely to be only a victim (6% vs. 12%; p = .04) compared to adolescents with grade-appropriate reading skills.
Below-grade-level reading was significantly related to violence behaviors among adolescents who volunteered for a summer track and field program. Longitudinal studies are needed to further investigate the relationship of below-grade-level reading and aggressive/perpetrator and victim behaviors.
探讨青少年识字能力不足与暴力行为之间的关系。
这项描述性研究采用便利抽样法，选取了386名青少年，他们于1994年至1996年期间参加了路易斯安那州什里夫波特市为低收入社区青少年举办的夏季田径和识字项目。使用青少年风险行为调查（YRBS）来测量自我报告的暴力行为，并通过修订后的斯洛森口语阅读测试（SORT-R）来测量阅读年级水平。
青少年年龄在11至18岁之间；66%为男性，86%为非裔美国人。43%接受测试的青少年阅读水平低于年级水平（相差两个或更多年级）。与阅读水平达标的青少年相比，阅读技能低于年级水平的参与者自我报告的暴力行为发生率更高。在控制了性别、种族和年龄因素后，阅读水平低于年级水平的青少年报告携带武器的可能性显著更高（优势比[OR]=1.9；95%置信区间[CI]1.1-3.5），携带枪支的可能性更高（OR=2.6；CI 1.1-6.2），在学校发生肢体冲突的可能性更高（OR=1.7；CI 1.1-2.6），以及发生导致需要治疗的受伤的肢体冲突的可能性更高（OR=3.1；CI 1.6-6.1）。此外,阅读水平低于年级水平的青少年在学校受到武器威胁的可能性显著更高（OR=2.1；CI 1.2-3.7），并且报告在前30天因觉得在学校不安全而缺课的可能性更高（OR=2.3；CI 1.3-4.3）。在对与暴力相关的行为进行特征描述时，我们发现，与阅读技能符合年级水平的青少年相比，阅读水平低的青少年更有可能既是攻击者/犯罪者又是受害者（44%对32%；p=0.02），而仅仅是受害者的可能性更小（6%对12%；p=0.04）。
对于参加夏季田径项目的青少年而言，阅读水平低于年级水平与暴力行为显著相关。需要进行纵向研究以进一步探究阅读水平低于年级水平与攻击/犯罪者及受害者行为之间的关系。
