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Gender, attention-deficit/hyperactivity disorder, and reading disability in a population-based birth cohort

Kouichi Yoshimasu1, William J Barbaresi, Robert C Colligan

  • 1Division of Epidemiology, Department of Health Science Research, Mayo Clinic, 200 First St SW, Rochester, MN 55905, USA. kyoshi@wakayama-med.ac.jp

Pediatrics
|September 30, 2010
PubMed

Insights

Children with attention-deficit/hyperactivity disorder (ADHD) have a higher risk of reading disability (RD). The risk for RD is similar for boys and girls with ADHD, but boys without ADHD are more likely to have RD.

Area of Science:

  • Neurodevelopmental disorders
  • Pediatric learning disabilities
  • Child psychology

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children.
  • Reading disability (RD) significantly impacts academic achievement and quality of life.
  • Understanding the interplay between ADHD, gender, and RD is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the incidence of reading disability (RD) in children with and without attention-deficit/hyperactivity disorder (ADHD).
  • To examine these relationships separately for boys and girls within a population-based birth cohort.
  • To quantify the risk associated with ADHD for developing RD, considering gender differences.

Main Methods:

  • A population-based birth cohort in Rochester, Minnesota, including children born between 1976-1982, was studied.
  • Data from medical, school, and tutorial records were abstracted for children aged 5 years and older.
  • Cumulative incidence of RD and hazard ratios (HRs) were calculated, stratified by gender and ADHD status.

Main Results:

  • Children with ADHD exhibited significantly higher cumulative incidence of RD by age 19 (51% in boys, 46.7% in girls) compared to those without ADHD (14.5% in boys, 7.7% in girls).
  • Among children with ADHD, the risk for RD was similar between boys and girls (HR: 1.0).
  • Among children without ADHD, boys were twice as likely as girls to meet RD criteria (HR: 2.0).
  • The increased risk for RD associated with ADHD was substantially higher for girls (HR: 8.1) compared to boys (HR: 3.9).

Conclusions:

  • ADHD is a significant risk factor for developing reading disability in children.
  • While ADHD affects boys and girls with RD similarly, gender-specific risks exist in the absence of ADHD.
  • Girls with ADHD experience a disproportionately greater increase in RD risk compared to boys, highlighting the complex interaction between ADHD, gender, and reading development.
Abstract

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