TY - JOUR
T1 - Children with ADHD Symptoms Have a Higher Risk for Reading, Spelling and Math Difficulties in the GINIplus and LISAplus Cohort Studies
AU - Czamara, Darina
AU - Tiesler, Carla M.T.
AU - Kohlböck, Gabriele
AU - Berdel, Dietrich
AU - Hoffmann, Barbara
AU - Bauer, Carl Peter
AU - Koletzko, Sibylle
AU - Schaaf, Beate
AU - Lehmann, Irina
AU - Herbarth, Olf
AU - von Berg, Andrea
AU - Müller-Myhsok, Bertram
AU - Schulte-Körne, Gerd
AU - Heinrich, Joachim
PY - 2013/5/27
Y1 - 2013/5/27
N2 - Attention-deficit/hyperactivity disorder (ADHD) and dyslexia belong to the most common neuro-behavioral childhood disorders with prevalences of around 5% in school-aged children. It is estimated that 20-60% of individuals affected with ADHD also present with learning disorders. We investigated the comorbidity between ADHD symptoms and reading/spelling and math difficulties in two on-going population-based birth cohort studies. Children with ADHD symptoms were at significantly higher risk of also showing reading/spelling difficulties or disorder (Odds Ratio (OR) = 2.80, p = 6.59×10-13) as compared to children without ADHD symptoms. For math difficulties the association was similar (OR = 2.55, p = 3.63×10-04). Our results strengthen the hypothesis that ADHD and learning disorders are comorbid and share, at least partially, the same underlying process. Up to date, it is not clear, on which exact functional processes this comorbidity is based.
AB - Attention-deficit/hyperactivity disorder (ADHD) and dyslexia belong to the most common neuro-behavioral childhood disorders with prevalences of around 5% in school-aged children. It is estimated that 20-60% of individuals affected with ADHD also present with learning disorders. We investigated the comorbidity between ADHD symptoms and reading/spelling and math difficulties in two on-going population-based birth cohort studies. Children with ADHD symptoms were at significantly higher risk of also showing reading/spelling difficulties or disorder (Odds Ratio (OR) = 2.80, p = 6.59×10-13) as compared to children without ADHD symptoms. For math difficulties the association was similar (OR = 2.55, p = 3.63×10-04). Our results strengthen the hypothesis that ADHD and learning disorders are comorbid and share, at least partially, the same underlying process. Up to date, it is not clear, on which exact functional processes this comorbidity is based.
UR - http://www.scopus.com/inward/record.url?scp=84878274841&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0063859
DO - 10.1371/journal.pone.0063859
M3 - Article
C2 - 23724008
AN - SCOPUS:84878274841
SN - 1932-6203
VL - 8
JO - PLoS ONE
JF - PLoS ONE
IS - 5
M1 - e63859
ER -