Max Planck Institute of Psychiatry, Munich, Germany.
PLoS One. 2013 May 27;8(5):e63859. doi: 10.1371/journal.pone.0063859. Print 2013.
Attention-deficit/hyperactivity disorder (ADHD) and dyslexia belong to the most common neuro-behavioral childhood disorders with prevalences of around 5% in school-aged children. It is estimated that 20-60% of individuals affected with ADHD also present with learning disorders. We investigated the comorbidity between ADHD symptoms and reading/spelling and math difficulties in two on-going population-based birth cohort studies. Children with ADHD symptoms were at significantly higher risk of also showing reading/spelling difficulties or disorder (Odds Ratio (OR) = 2.80, p = 6.59×10⁻¹³) as compared to children without ADHD symptoms. For math difficulties the association was similar (OR = 2.55, p = 3.63×10⁻⁰⁴). Our results strengthen the hypothesis that ADHD and learning disorders are comorbid and share, at least partially, the same underlying process. Up to date, it is not clear, on which exact functional processes this comorbidity is based.
注意缺陷多动障碍（ADHD）和诵读困难属于最常见的儿童神经行为障碍，在学龄儿童中的患病率约为 5%。据估计，20-60%的 ADHD 患者也存在学习障碍。我们在两项正在进行的基于人群的出生队列研究中调查了 ADHD 症状与阅读/拼写和数学困难之间的共病关系。与没有 ADHD 症状的儿童相比，有 ADHD 症状的儿童出现阅读/拼写困难或障碍的风险显著更高（优势比 (OR) = 2.80，p = 6.59×10⁻¹³）。对于数学困难，关联相似（OR = 2.55，p = 3.63×10⁻⁰⁴）。我们的研究结果加强了 ADHD 和学习障碍是共病的假设，并且至少部分地共享相同的潜在过程。到目前为止，尚不清楚这种共病是基于哪些确切的功能过程。
