Maughan Barbara, Rowe Richard, Loeber Rolf, Stouthamer-Loeber Magda
MRC Social, Genetic and Developmental Psychiatry Research Centre, Institute of Psychiatry, King's College, London, United Kingdom.
J Abnorm Child Psychol. 2003 Apr;31(2):219-29. doi: 10.1023/a:1022534527021.
Although reading difficulties show well-established overlaps with disruptive behavior disorders in childhood, much less is known about reading-disabled children's vulnerability to emotional difficulties. Using longitudinal data from 6 assessments of boys in the Pittsburgh Youth Study, we found robust links between severe, persistent reading problems and increased risk for depressed mood in a community sample of boys aged 7 and 10 years at initial assessment, though not in those who had already entered their teens. These associations could not be accounted for in terms of selected family risks or comorbid disruptive behaviors; instead, the pattern of the findings pointed to the existence of more direct causal processes whereby reading problems influence younger boys' risk of depressed mood.
尽管阅读困难与儿童期破坏性行为障碍之间存在已被充分证实的重叠，但对于阅读障碍儿童易患情绪问题的情况，我们所知甚少。利用匹兹堡青少年研究中对男孩进行6次评估所得到的纵向数据，我们发现，在初次评估时年龄为7岁和10岁的社区样本男孩中，严重、持续性阅读问题与情绪低落风险增加之间存在着紧密联系，不过在那些已进入青少年期的男孩中则不存在这种联系。这些关联无法用选定的家庭风险或共病性破坏性行为来解释；相反，研究结果的模式表明存在更直接的因果过程，即阅读问题会影响年幼男孩情绪低落的风险。
