Department of Psychology, Lancaster University, Lancaster, UK.
Department of Mathematics and Statistics, Lancaster University, Lancaster, UK.
Dev Med Child Neurol. 2018 Mar;60(3):275-282. doi: 10.1111/dmcn.13628. Epub 2017 Dec 14.
Difficulties in reading comprehension can arise from either word reading or listening comprehension difficulties, or a combination of the two. We sought to determine whether children with rolandic epilepsy had poor reading comprehension relative to typically developing comparison children, and whether such difficulties were associated with word reading and/or general language comprehension difficulties.
In this cross-sectional study, children with rolandic epilepsy (n=25; 16 males, 9 females; mean age 9y 1mo, SD 1y 7mo) and a comparison group (n=39; 25 males, 14 females; mean age 9y 1mo, SD 1y 3mo) completed assessments of reading comprehension, listening comprehension, word/non-word reading, speech articulation, and Non-verbal IQ.
Reading comprehension and word reading were worse in children with rolandic epilepsy (F =6.89, p=0.011, ηp2=0.10 and F =6.84, p=0.011, ηp2=0.10 respectively), with listening comprehension being marginal (F =3.81, p=0.055, ηp2=0.06). Word reading and listening comprehension made large and independent contributions to reading comprehension, explaining 70% of the variance.
Children with rolandic epilepsy may be at risk of reading comprehension difficulties. Thorough assessment of individual children is required to ascertain whether the difficulties lie with decoding text, or with general comprehension skills, or both.
Children with rolandic epilepsy may be at risk of poor reading comprehension. This was related to poor word reading, poor listening comprehension, or both. Reading comprehension interventions should be tailored to the profile of difficulties.
阅读理解困难可能源于单词阅读或听力理解困难，也可能是两者的结合。我们试图确定患有 Rolandic 癫痫的儿童相对于正常发育的对照组儿童是否存在阅读理解困难，以及这些困难是否与单词阅读和/或一般语言理解困难有关。
在这项横断面研究中，Rolandic 癫痫患儿（n=25；男 16 例，女 9 例；平均年龄 9y1mo，SD1y7mo）和对照组（n=39；男 25 例，女 14 例；平均年龄 9y1mo，SD1y3mo）完成了阅读理解、听力理解、单词/非单词阅读、言语发音和非言语智商的评估。
Rolandic 癫痫患儿的阅读理解和单词阅读能力较差（F=6.89，p=0.011，ηp2=0.10 和 F=6.84，p=0.011，ηp2=0.10），听力理解能力边缘较差（F=3.81，p=0.055，ηp2=0.06）。单词阅读和听力理解对阅读理解有较大且独立的贡献，解释了 70%的方差。
Rolandic 癫痫患儿可能存在阅读理解困难的风险。需要对个别儿童进行全面评估，以确定困难是在于解码文本，还是在于一般理解能力，或者两者兼而有之。
Rolandic 癫痫患儿可能存在阅读理解困难。这与单词阅读能力差、听力理解能力差或两者兼有有关。阅读理解干预措施应根据困难的情况进行调整。
