Sarisuta Patcharapun, Chunsuwan Issarapa, Hansakunachai Tippawan, Sritipsukho Paskorn
Department of Pediatrics, Panyananthapikkhu Chonprathan Medical Center, Srinakharinwirot University, Nonthaburi, Thailand.
Department of Pediatrics, Faculty of Medicine, Thammasat University, Rangsit Center, Pathumthani, Thailand.
Clin Exp Pediatr. 2023 Nov;66(11):485-492. doi: 10.3345/cep.2023.00773. Epub 2023 Oct 24.
Reading disorder is the most common comorbid condition with attention-deficit/hyperactive-impulsive disorder (ADHD) in school-aged children.
This study compared symptoms of ADHD among children in grade 1 at risk of reading disorder with children not at risk.
This cross-sectional study included 703 students in grade 1 aged 6-8 years from 8 schools in Pathumthani Province, Thailand, in 2019. Reading disorder was assessed using tools developed by Vibulpatanavong and Evans for Thai teachers, whereas the Thai parent and teacher versions of the Swanson, Nolan, and Pelham IV Rating Scale (SNAP-IV) was used to evaluate ADHD symptoms. Demographic data were collected from parents using a self-reported questionnaire.
Among the 703 students with almost equal number of male (n=350) and female (n=353), and the average age of 6.56±0.57 years, 95 (13.51%) were classified (significantly male) at risk of reading disorder. The mean SNAP-IV scores of children with reading disorder reported by parents and teachers (20.23±10.95 and 20.75±15.08, respectively) were significantly higher than those of neurotypical children (16.04 ±8.59 and 9.00±10.14, respectively, P<0.05). Of the 95 students with reading disorder reported by parents and teachers, 29 (30.53%) and 20 (21.05%) respectively, were defined as having ADHD according to the standard cutoff SNAP-IV scores, which were significantly higher than 608 neurotypical students at 108 (17.76%) and 20 (5.59%) (P<0.05). The odds ratios of children with reading disorder having ADHD symptoms according to teacher reports were 3.32 (95% confidence interval [CI], 1.14-9.67; P<0.05), 3.75 (95% CI, 1.60-8.79; P<0.05), and 4.41 (95% CI, 1.20-16.15; P<0.05) for inattentive, hyperactive, and combined presentations, respectively.
Grade 1 students with reading disorder had a significantly higher prevalence of ADHD symptoms than neurotypical students. Therefore, children with reading disorders should undergo ADHD assessments and receive proactive intervention.
阅读障碍是学龄儿童中与注意力缺陷/多动冲动障碍（ADHD）最常见的共病情况。
本研究比较了有阅读障碍风险的一年级儿童与无风险儿童的ADHD症状。
这项横断面研究纳入了2019年来自泰国巴吞他尼府8所学校的703名6 - 8岁的一年级学生。使用Vibulpatanavong和Evans为泰国教师开发的工具评估阅读障碍，而使用Swanson、Nolan和Pelham IV评定量表（SNAP-IV）的泰国家长版和教师版来评估ADHD症状。通过一份家长自填问卷收集人口统计学数据。
在703名学生中，男女生数量几乎相等（男生n = 350，女生n = 353），平均年龄为6.56±0.57岁，95名（13.51%）被归类为有阅读障碍风险（显著以男生居多）。家长和教师报告的有阅读障碍儿童的SNAP-IV平均得分（分别为20.23±10.95和20.75±15.08）显著高于神经发育正常儿童（分别为16.04±8.59和9.00±10.14，P<0.05）。在家长和教师报告的95名有阅读障碍的学生中，分别有29名（30.53%）和20名（21.05%）根据SNAP-IV标准临界得分被定义为患有ADHD，这显著高于608名神经发育正常学生中的108名（17.76%）和20名（5.59%）（P<0.05）。根据教师报告，有阅读障碍的儿童出现ADHD症状的比值比，注意力不集中型为3.32（95%置信区间[CI]，1.14 - 9.67；P<0.05），多动型为3.75（95%CI，1.60 - 8.79；P<0.05），混合型为4.41（95%CI，1.20 - 16.15；P<0.05）。
有阅读障碍的一年级学生ADHD症状的患病率显著高于神经发育正常的学生。因此，有阅读障碍的儿童应接受ADHD评估并接受积极干预。
