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Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence.

Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. Research Abstract Details 

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  • Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. Abstract Text:

    david b goldstonDavid B Goldston,adam walshAdam Walsh,elizabeth mayfield arnoldElizabeth Mayfield Arnold,beth reboussinBeth Reboussin,stephanie sergent danielStephanie Sergent Daniel,alaattin erkanliAlaattin Erkanli,dennis nutterDennis Nutter,enith hickmanEnith Hickman,guy palmesGuy Palmes,erica sniderErica Snider,frank b woodFrank B Wood,

    OBJECTIVE: To examine psychiatric morbidity and functional impairment of adolescents with and without poor reading skills during mid- to late adolescence. METHOD: The sample consisted of 188 adolescents, 94 with poor reading skills and 94 with typical reading skills, screened from a larger sample in the public schools at age 15. To assess psychiatric disorders, participants were assessed annually with the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Epidemiologic Version (up to 4.5 years; maximum age, 20 years). Functional impairment was assessed with the Child and Adolescent Functional Assessment Scale. RESULTS: Adolescents with poor reading skills evidenced higher rates of current attention-deficit/hyperactivity, affective, and anxiety disorders, particularly social phobia and generalized anxiety disorder. Anxiety disorders but not affective disorders were related to reading status after controlling for attention-deficit/hyperactivity disorder. Adolescents with poor reading evidenced more functional impairment across multiple areas than youths with typical reading skills, even after considering the presence of comorbid attention-deficit/hyperactivity disorder. CONCLUSIONS: The increased psychiatric morbidity and functional impairment of adolescents with reading problems highlight the importance of developing interventions that help these youths address reading deficits and associated vulnerabilities during the last years of secondary school.

    Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. Publishing Authors By Initials

    db goldstonDB Goldston,a walshA Walsh,e mayfield arnoldE Mayfield Arnold,b reboussinB Reboussin,s sergent danielS Sergent Daniel,a erkanliA Erkanli,d nutterD Nutter,e hickmanE Hickman,g palmesG Palmes,e sniderE Snider,fb woodFB Wood,

    For similar investigative techniques: epidemiologic methods: data collection: health surveys: health status indicators: severity of illness index research abstracts see: investigative techniques: epidemiologic methods: data collection: health surveys: health status indicators: severity of illness index research

    PUBMED ID PMID:

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    Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. Journal Published:

    PUBLICATION TYPE: Research Support, N.I.H., Extr

    Journal: Journal of the American Academy of Child and Adole

    VOLUME: 46

    Page Numbers: 25-32

    Journal Abbreviation:

    ISSN: 0890-8567

    DAY: 3

    MONTH: Jan

    YEAR: 2007

    Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. Information

    Number of References:

    LANGUAGE: eng

    NlmUniqueID: 8704565

    Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. Keywords Mesh Terms:

    KEYWORDS: Severity of Illness Index

    MESH TERMS: epidemiology

    Chemical & Substance for Abstract: Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. Information

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    Grant and Affiliation Information for Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence.

    AFFILIATION: Department of Psychiatry and Behavioral Sciences at Duke University School of Medicine, Durham, NC 27710, USA. david.goldston@duke.edu

    Country: United States

    United States Research PublicationUnited States Research Publication

    AGENCY: United States NICHD

    GRANT: P01-HD21887

    ACRONYM: HD

    MEDLINETA: J Am Acad Child Adolesc Psychi

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    Number Hits: 0

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