Katusic Slavica K, Colligan Robert C, Weaver Amy L, Barbaresi William J
Mayo Clinic, Department of Health Sciences Research, 200 First St SW, Rochester, MN 55905, USA.
Pediatrics. 2009 May;123(5):1306-13. doi: 10.1542/peds.2008-2098.
The aim of this study was to report the incidence rates and other epidemiologic characterizations of written-language disorder. There have been no epidemiologic studies on the incidence of written-language disorder in the United States, and the use of a population-based birth cohort, longitudinally followed, is the most powerful method for reaching this objective.
In this population-based, retrospective birth cohort study, subjects included 5718 children born between 1976 and 1982 in Rochester, Minnesota, who remained in the community after 5 years of age. Records from all public and nonpublic schools, medical facilities, and private tutorial services were reviewed and results of all individually administered IQ and achievement tests, and extensive medical, educational, and socioeconomic information, were collected. The essential features of writing problems from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision were included in our operationalized definition of written-language disorder. Written-language disorder incident cases were established by using research criteria based on 3 formulas (regression-based discrepancy, nonregression-based discrepancy, and low achievement).
Cumulative incidence rates of written-language disorder varied from 6.9% to 14.7% depending on the formula. Boys were 2 to 3 times more likely to be affected than girls regardless of the formula. Among all written-language disorder cases (N = 806), 25% (n = 203) had written-language disorder without a reading disability. Specifics of the writing problems were identified for 87% (n = 702) of written-language disorder cases.
In this population-based birth cohort of school-aged children, written-language disorder was at least as frequent as reading disabilities and significantly more frequent among boys than girls.
本研究旨在报告书面语言障碍的发病率及其他流行病学特征。美国尚未有关于书面语言障碍发病率的流行病学研究，而采用基于人群的出生队列并进行纵向随访是实现这一目标的最有效方法。
在这项基于人群的回顾性出生队列研究中，研究对象包括1976年至1982年在明尼苏达州罗切斯特市出生、5岁后仍居住在该社区的5718名儿童。研究人员查阅了所有公立和非公立学校、医疗设施及私人辅导服务机构的记录，收集了所有单独进行的智商和学业成就测试结果，以及广泛的医疗、教育和社会经济信息。《精神疾病诊断与统计手册（第四版，修订版）》中书写问题的基本特征被纳入我们对书面语言障碍的操作性定义。书面语言障碍的发病病例通过基于3种公式（基于回归的差异、非基于回归的差异和低成就）的研究标准来确定。
根据公式不同，书面语言障碍的累积发病率在6.9%至14.7%之间。无论采用哪种公式，男孩受影响的可能性是女孩的2至3倍。在所有书面语言障碍病例（N = 806）中，25%（n = 203）患有无阅读障碍的书面语言障碍。87%（n = 702）的书面语言障碍病例明确了书写问题的具体情况。
在这个基于人群的学龄儿童出生队列中，书面语言障碍的发病率至少与阅读障碍一样高，且在男孩中的发病率显著高于女孩。
