Oka Makio, Takeuchi Akihito, Morooka Teruko, Hanafusa Kaoru, Ogino Tatsuya, Ohtsuka Yoko
Department of Child Neurology, Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Okayama.
No To Hattatsu. 2012 Sep;44(5):378-86.
We investigated the frequency and characteristics of reading disorder comorbid with pervasive developmental disorder (PDD) or attention-deficit/hyperactivity disorder (AD/HD).
Articulation times and reading errors were evaluated using four Japanese reading tasks (a monomoraic syllable reading task, a word reading task, a non-word reading task, and a short sentence reading task) in 31 children with PDD (22 boys and 9 girls) aged 6-14 years (average 9.5 years) and 39 children with AD/HD (33 boys and 6 girls) aged 6-12 years (average 9.6 years). Poor readers (PRs) were identified when articulation times were significantly longer than those of typically-developing children (> or = 2.0 SD) for two or more reading tasks, and non-PRs were identified when articulation times were within normal range (<2.0 SD) for all reading tasks.
Eight children with PDD (25.8%) and 17 children with AD/HD (43.6%) were identified as PRs. For 13 of the 70 subjects, the chief complaints were difficulties in reading and writing words at their first visit to our hospital. All 13 of these subjects had AD/HD, and twelve of these were additionally identified as PRs. Among the remaining 26 children with AD/HD, five (19.2%) were identified as PRs. In AD/HD children, PRs made significantly more reading errors and had lower IQ scores than did non-PRs, but in PDDchildren, there were no significant differences between these two groups regarding IQ or reading errors. An analysis using the Clinical-Symptoms-Checklist for Reading and Writing Words revealed that PRs in our study showed difficulties in reading words in daily life.
PRs in our study had reading disorders, which would, in turn, mean that reading disorder was often comorbid with PDD or AD/HD. These results strongly indicate the necessity of testing for the presence of reading disorder in children with PDD or AD/HD.
我们调查了与广泛性发育障碍（PDD）或注意力缺陷多动障碍（AD/HD）共病的阅读障碍的频率及特征。
使用四项日语阅读任务（单音节阅读任务、单词阅读任务、非单词阅读任务和短句阅读任务）对31名6至14岁（平均9.5岁）的PDD儿童（22名男孩和9名女孩）和39名6至12岁（平均9.6岁）的AD/HD儿童（33名男孩和6名女孩）的发音时间和阅读错误进行评估。当两项或更多阅读任务的发音时间显著长于正常发育儿童（>或=2.0标准差）时，确定为阅读能力差者（PRs）；当所有阅读任务的发音时间均在正常范围内（<2.0标准差）时，确定为非阅读能力差者（非PRs）。
8名PDD儿童（25.8%）和17名AD/HD儿童（43.6%）被确定为PRs。70名受试者中有13名在首次就诊时的主要诉求是读写单词困难。所有这13名受试者均患有AD/HD，其中12名还被确定为PRs。在其余26名AD/HD儿童中，5名（19.2%）被确定为PRs。在AD/HD儿童中，PRs的阅读错误明显多于非PRs，且智商得分更低，但在PDD儿童中，这两组在智商或阅读错误方面无显著差异。使用读写单词临床症状检查表进行的分析显示，本研究中的PRs在日常生活中存在阅读单词困难。
本研究中的PRs存在阅读障碍，这反过来意味着阅读障碍常与PDD或AD/HD共病。这些结果强烈表明，对PDD或AD/HD儿童进行阅读障碍检测的必要性。
