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首页> 外文期刊>Pediatrics: Official Publication of the American Academy of Pediatrics >Otitis media in early childhood in relation to children's school-age language and academic skills.
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Otitis media in early childhood in relation to children's school-age language and academic skills.

机译：幼儿中耳炎与儿童学龄语言和学习技能的关系。

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OBJECTIVE: To examine whether otitis media with effusion (OME) and associated hearing loss during the first 4 years of life are related to the language development and academic achievement of children between 4 years of age and second grade. METHODS: In a prospective cohort study, 83 black children, primarily from low-income families and recruited from community-based child care programs, were examined repeatedly between the ages of 6 months and 4 years for the presence of OME and hearing loss, both when well and when ill with OME. Children's child-rearing environments at home were assessed annually from infancy through second grade, whereas children's language and academic skills were assessed repeatedly between 4 years of age and second grade. RESULTS: We did not find in our longitudinal analyses a relationship between OME and hearing loss during the first 4 years of life and later academic skills in early reading and recognition of words heard. We did find that children with greater incidence of OME and hearing loss during the first 4 years of life scored lower in verbal math problems between kindergarten and second grade, even after partialing out important background factors. Children with more OME tended to score lower in math at the younger ages but caught up once they entered school. Follow-up analyses indicated also that children with more OME during the first 2 years of life scored lower in expressive language during the preschool and early elementary school years but caught up by second grade. In contrast, children from homes that were rated as more stimulating and responsive scored higher on every measure of language and academic skills than did children from less responsive homes. The home environment was related more strongly to all of the outcomes examined than was OME or hearing loss. CONCLUSIONS: There was no evidence of a significant relationship between a history of OME or hearing loss and children's later academic skills in reading or word recognition during the early elementary school years. Children with greater incidence of OME and hearing loss scored lower in math and expressive language at the younger ages but caught up in math with their peers on entering school and in expressive language by second grade. Furthermore, a child's home environment was more related to early math and expressive language skills than was OME or hearing loss, and the home environment continued to be predictive of all of the language and academic outcomes through second grade. These study results should be interpreted cautiously when generalizing to other populations.
机译：目的：探讨在出生后的头4年中有渗出性中耳炎（OME）和相关的听力损失是否与4岁至2年级的儿童的语言发展和学业成绩有关。方法：在一项前瞻性队列研究中，对83个黑人儿童（主要来自低收入家庭并从基于社区的儿童保育计划中招募）在6个月至4岁之间进行了反复检查，以了解是否存在OME和听力丧失，两者OME何时以及何时生病。从婴儿期到二年级，每年对儿童在家中的育儿环境进行评估，而在4岁至二年级之间，对儿童的语言和学术技能进行反复评估。结果：在我们的纵向分析中，我们没有发现OME与生命最初4年的听力损失之间的关系，以及后来在早期阅读和识别听到的单词方面的学术技能之间的关系。我们确实发现，即使排除了重要的背景因素，在幼儿园的头四年级中，在OME发生率较高且听力下降的儿童中，头四年的口头数学问题得分也较低。拥有更多OME的孩子往往在数学上得分较低，但进入学校后就赶上了学习。后续分析还表明，在生命的前2年中，OME较多的孩子在学前和小学早期阶段的表达语言得分较低，但被二年级追赶。相比之下，被评定为更具刺激性和反应能力的家庭儿童，在语言和学术技能的每一项衡量上均比反应较差的家庭的儿童更高。与OME或听力损失相比，家庭环境与所有检查结果的相关性更高。结论：没有证据表明，在早期的OME中，OME的历史或听力下降与儿童后来的阅读或单词识别学习技能之间存在显着关系。 OME发生率较高且听力下降的儿童在较小的年龄段数学和表达语言得分较低，但入学时与同龄人相比数学水平较高，到二年级时他们的表达语言水平更高。此外，与OME或听力丧失相比，儿童的家庭环境与早期数学和表达语言技能的关系更大，并且家庭环境在二年级之前仍可预测所有语言和学业成绩。在推广到其他人群时，应谨慎解释这些研究结果。

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