Department of Maternal and Child Health and MOE Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
Department of Child Healthcare, Shenzhen Baoan Women's and Children's Hospital, Jinan University, Shenzhen, China.
Psychiatry Res. 2023 Jun;324:115188. doi: 10.1016/j.psychres.2023.115188. Epub 2023 Apr 6.
Dyslexia is a common learning difficulty that can lead to adverse health outcomes and socioeconomic difficulties. Evidence from longitudinal studies on the association between dyslexia and psychological symptoms in children is limited. Moreover, the psychological trends of children with dyslexia are unclear. In this study, we enrolled 2,056 students in Grades 2 to 5, including 61 dyslexic children, who participated in three mental health surveys and dyslexia screening. All the children were surveyed for symptoms of stress, anxiety and depression. We used generalized estimating equation models to estimate changes in psychological symptoms of children with dyslexia over time and the association between dyslexia and psychological symptoms. The results showed that dyslexia was associated with stress and depressive symptoms in children in both crude (β = 3.27, 95% confidence interval [CI] [1.89∼4.65], β=1.20, 95%CI: [0.45∼1.94], respectively) and adjusted models (β = 3.32, 95%CI: [1.87∼4.77], β=1.31, 95%CI: [0.52∼2.10], respectively). In addition, we found no significant differences in the emotional status of dyslexic children in either survey. Dyslexic children are at risk for mental health issues, and persistent emotional symptoms. Therefore, interventions regarding not only reading ability but also psychological conditions should be pursued.
阅读障碍是一种常见的学习障碍，可能导致不良的健康结果和社会经济困难。关于阅读障碍与儿童心理症状之间关联的纵向研究证据有限。此外，阅读障碍儿童的心理趋势尚不清楚。在这项研究中，我们招募了 2056 名 2 至 5 年级的学生，其中包括 61 名阅读障碍儿童，他们参加了三次心理健康调查和阅读障碍筛查。所有的孩子都被调查了压力、焦虑和抑郁的症状。我们使用广义估计方程模型来估计阅读障碍儿童随时间变化的心理症状变化，以及阅读障碍与心理症状之间的关系。结果表明，阅读障碍与儿童的压力和抑郁症状有关，无论是在未调整模型（β=3.27，95%置信区间[CI] [1.89∼4.65]，β=1.20，95%CI：[0.45∼1.94]）还是调整模型（β=3.32，95%CI：[1.87∼4.77]，β=1.31，95%CI：[0.52∼2.10]）中都是如此。此外，我们在两次调查中都没有发现阅读障碍儿童情绪状态的显著差异。阅读障碍儿童存在心理健康问题和持续的情绪症状的风险。因此，应该针对阅读能力和心理状况进行干预。
