小学阶段多动症症状与阅读习得之间的关联。
The association of ADHD symptoms and reading acquisition during elementary school years.
作者信息
Ehm Jan-Henning, Kerner Auch Koerner Julia, Gawrilow Caterina, Hasselhorn Marcus, Schmiedek Florian
机构信息
Department of Education and Human Development, German Institute for International Educational Research (DIPF).
Center of Clinical Psychology and Rehabilitation, University of Bremen.
出版信息
Dev Psychol. 2016 Sep;52(9):1445-56. doi: 10.1037/dev0000186.
The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were examined in a sample comprising 2,014 elementary schoolchildren at the end of Grades 1, 2, 3, respectively, and in the middle of Grade 4. Latent change score models revealed that the level of ADHD symptoms was associated with lower levels and less growth in decoding speed and text comprehension. Furthermore, individual differences in changes in ADHD symptoms and reading performance were negatively associated. Together, these results indicate commonalities in the development of ADHD symptomatology and reading achievement throughout elementary school. (PsycINFO Database Record
本纵向研究旨在调查多动症症状对小学生阅读发展的影响。为此，在一个包含2014名小学生的样本中，分别在一年级、二年级、三年级末以及四年级中期，对多动症症状（教师对注意力不集中、多动和冲动的评分）和阅读成绩（解码速度和文本理解的标准化测试）进行了重复评估。潜在变化分数模型显示，多动症症状水平与较低的解码速度和文本理解水平以及较少的增长相关。此外，多动症症状变化和阅读表现的个体差异呈负相关。总之，这些结果表明，在整个小学阶段，多动症症状学和阅读成绩的发展存在共性。（PsycINFO数据库记录）
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