Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing, China.
State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
Epilepsia Open. 2022 Mar;7(1):160-169. doi: 10.1002/epi4.12577. Epub 2022 Jan 27.
The present study aimed to examine the prevalence of dyscalculia, dyslexia, and their comorbidity rates in a large population-based sample of children with idiopathic epilepsy (N = 2282) and a comparison sample of typically developing schoolchildren (N = 2371).
Both groups of children were screened using an arithmetic fluency test for dyscalculia and a reading fluency test for dyslexia. Their comorbidity rates were assessed. The prevalence rates of dyscalculia, dyslexia, comorbidity, and isolated dyscalculia/dyslexia (ie, participants with comorbid dyslexia and dyscalculia were excluded) were analyzed.
In both -1.5 SD and -1 SD cutoff criterion, the prevalence rates were about two times higher in children with idiopathic epilepsy than in other schoolchildren; the prevalence rates of isolated dyslexia were higher in children with idiopathic epilepsy than in other schoolchildren (-1 SD: 10.9% vs 8.6%; -1.5 SD: 6.5% vs 4.7%). Meanwhile, comorbidity rates of dyscalculia and dyslexia were higher in children with idiopathic epilepsy than in other schoolchildren (32.7% vs 26.6%; 38.3% vs 23.5%, respectively). Overall, patterns of prevalence rates were different for children with idiopathic epilepsy and schoolchildren, in which children with idiopathic epilepsy had a higher prevalence rate of dyscalculia than dyslexia, while schoolchildren had a higher prevalence of dyslexia than dyscalculia, regardless of cutoff criteria. Interestingly, gender differences in the prevalence rates of all types of learning disabilities were found in schoolchildren, but there were only gender differences in the prevalence rates of dyslexia in children with idiopathic epilepsy.
The results highlight the vulnerability of children with idiopathic epilepsy for learning disabilities and a differential pattern of gender differences in dyslexia. Moreover, different patterns of prevalence rates suggest that children with idiopathic epilepsy and schoolchildren are more prone to different types of learning disabilities. The findings suggest needs for special interventions of learning disabilities for children with idiopathic epilepsy.
本研究旨在检查在特发性癫痫（n=2282）和典型发展的学龄儿童（n=2371）的大样本人群中，计算障碍、阅读障碍及其共病率的发生率。
两组儿童均使用计算流畅性测验和阅读流畅性测验进行筛查。评估其共病率。分析计算障碍、阅读障碍、共病及孤立性计算障碍/阅读障碍（即排除共病阅读障碍和计算障碍的参与者）的患病率。
在-1.5 SD 和-1 SD 的截定点，特发性癫痫患儿的患病率均比其他学龄儿童高约两倍；孤立性阅读障碍的患病率在特发性癫痫患儿中高于其他学龄儿童（-1 SD：10.9%比 8.6%；-1.5 SD：6.5%比 4.7%）。同时，特发性癫痫患儿的计算障碍和阅读障碍的共病率高于其他学龄儿童（32.7%比 26.6%；38.3%比 23.5%）。总的来说，特发性癫痫患儿和学龄儿童的患病率模式不同，特发性癫痫患儿的计算障碍患病率高于阅读障碍，而学龄儿童的阅读障碍患病率高于计算障碍，无论截定点如何。有趣的是，在学龄儿童中，所有类型的学习障碍的患病率都存在性别差异，但特发性癫痫患儿的阅读障碍患病率只有性别差异。
结果强调了特发性癫痫患儿易患学习障碍的脆弱性，以及阅读障碍的性别差异模式不同。此外，不同的患病率模式表明，特发性癫痫患儿和学龄儿童更容易患不同类型的学习障碍。研究结果表明，特发性癫痫患儿需要特殊的学习障碍干预。
