Ravid Sarit, Afek Iris, Suraiya Suheir, Shahar Eli, Pillar Giora
Pediatric Neurology Unit, Pediatric Department, Meyer Children's Hospital, Rambam Medical Center and Technion-Israel Institute of Technology, Haifa, Israel.
Dev Neuropsychol. 2009;34(5):574-87. doi: 10.1080/87565640903133533.
Several previous studies have demonstrated deteriorated scholastic achievements in school-aged children who experience sleep disturbances. In the current study, we examined the association between sleep disturbances during kindergarten (fifth to sixth year of children), and behavior, neurocognitive skills, as well as the children's future academic performance in first grade. The population included 98 kindergarten students who were scheduled to attend first grade. All children/parents filled out a sleep questionnaire and underwent one week of actigraphic sleep/wake study, as well as cognitive and behavioral assessments. Toward the end of first grade achievement evaluation in reading, writing, and arithmetic as well as teachers' evaluations were administrated. Of the 98 pupils, 6 failed the end of first grade's achievement tests (6.1%). When looking at their sleep patterns a year earlier, they had significantly longer sleep latencies (41 +/- 14 vs. 21 +/- 12 min, p < .05), increased arousals from sleep (4.1 +/- 0.9 vs. 1.8 +/- 1.1, p < .01), and lower sleep efficiencies (89.5 +/- 1.1 vs. 94.3 +/- 2.7%, p < .05) than pupils who passed the tests. There were significant correlations between sleep variables and cognitive and behavioral scores. The correlation between sleep efficiency in kindergarten and grades at the end of first year of school was r = .64 (p < .01). Children who failed first grade had significantly inferior sleep patterns. Sleep disturbances were associated with cognitive and emotional immaturity.
先前的几项研究表明，经历睡眠障碍的学龄儿童学业成绩会下降。在本研究中，我们调查了幼儿园时期（儿童五岁至六岁）的睡眠障碍与行为、神经认知技能以及儿童一年级时未来学业成绩之间的关联。研究对象包括98名即将升入一年级的幼儿园学生。所有儿童及其家长都填写了一份睡眠问卷，并进行了为期一周的活动记录仪睡眠/觉醒研究，以及认知和行为评估。在一年级末进行了阅读、写作和算术成绩评估以及教师评价。在这98名学生中，有6名未通过一年级末的成绩测试（6.1%）。查看他们一年前的睡眠模式时，他们的入睡潜伏期明显更长（41±14分钟 vs. 21±12分钟，p<.05），睡眠中觉醒次数增加（4.1±0.9次 vs. 1.8±1.1次，p<.01），睡眠效率低于通过测试的学生（89.5±1.1% vs. 94.3±2.7%，p<.05）。睡眠变量与认知和行为得分之间存在显著相关性。幼儿园时期的睡眠效率与一年级末的成绩之间的相关性为r = 0.64（p<.01）。一年级成绩未通过的儿童睡眠模式明显较差。睡眠障碍与认知和情感不成熟有关。
