Huang Yanhong, Xu Chongtao, He Meirong, Huang Wenlong, Wu Kusheng
Mental Health Center.
Department of Preventive Medicine, Shantou University Medical College, Shantou, China.
Medicine (Baltimore). 2020 Feb;99(6):e19098. doi: 10.1097/MD.0000000000019098.
Cortisol is the main end product of hypothalamic-pituitary-adrenal gland (HPA axis), and melatonin (MT) has a regulating effect on HPA axis, and both are closely related to individual behavior and cognitive function. We aimed to evaluate cortisol and MT roles on children dyslexia in this study.A total of 72 dyslexic children and 72 controls were recruited in this study. Saliva samples were collected in the morning, afternoon, and night, respectively. The levels of saliva cortisol and MT were measured by enzyme-linked immunosorbent assay method. Differences of cortisol and MT levels between dyslexic and normal children were compared, and the variation trend was also analyzed by dynamic monitoring in 3 time points.The levels of salivary cortisol and MT in children with dyslexia were all lower than those in normal children whether in the morning (7:30-8:30 AM ), at afternoon (15:30-16:30 PM ) or at night (21:30-22:30 PM ) (all P < .001). Compared with normal children, the circadian rhythm variations of salivary cortisol and MT in dyslexic children disappeared and became disordered. The salivary cortisol and MT levels in children with dyslexia were declined throughout the day; and the circadian rhythm was disordered or disappeared.The results suggest that cortisol and MT levels and their circadian rhythm may affect children dyslexia, but the mechanisms need further exploration.
皮质醇是下丘脑 - 垂体 - 肾上腺轴(HPA轴)的主要终产物,褪黑素(MT)对HPA轴具有调节作用,且二者均与个体行为和认知功能密切相关。本研究旨在评估皮质醇和MT在儿童诵读困难中的作用。本研究共招募了72名诵读困难儿童和72名对照儿童。分别在上午、下午和晚上采集唾液样本。采用酶联免疫吸附测定法测量唾液皮质醇和MT水平。比较诵读困难儿童与正常儿童的皮质醇和MT水平差异,并通过三个时间点的动态监测分析其变化趋势。无论是上午(7:30 - 8:30)、下午(15:30 - 16:30)还是晚上(21:30 - 22:30),诵读困难儿童的唾液皮质醇和MT水平均低于正常儿童(所有P < 0.001)。与正常儿童相比,诵读困难儿童唾液皮质醇和MT的昼夜节律变化消失且变得紊乱。诵读困难儿童的唾液皮质醇和MT水平全天均下降;且昼夜节律紊乱或消失。结果表明,皮质醇和MT水平及其昼夜节律可能影响儿童诵读困难,但具体机制有待进一步探索。