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Epidemiologie

Lernstörungen

Eine kritische Skizze zur Epidemiologie

Published Online:October 11, 2006https://doi.org/10.1026/0942-5403.15.4.208

Abstract

Zusammenfassung. Eine Sichtung vorliegender epidemiologischer Studien zur Prävalenz und Stabilität von Lese-Rechtschreibstörungen (LRS) und/oder Rechen- bzw. Mathematikstörungen (MS) gemäß der Definition von Lernstörungen in internationalen Klassifikationssystemen psychischer Störungen ergibt, dass LRS häufiger als MS auftritt, und dass die Prävalenz der Störungen zwischen Primarschulalter und jungem Erwachsenenalter abnimmt. Jungen haben ein erhöhtes LRS-Risiko, Mädchen ein erhöhtes Risiko zur kombinierten Lernstörung von LRS und MS. Die zeitliche Stabilität der Lernstörungen ist abhängig von den realisierten Fördermaßnahmen. Die Höhe der Prävalenz- und Stabilitätsschätzungen hängt ab von der Strenge der festgelegten Mindestkriterien und der curricularen Validität der verwendeten Leistungstests.


Learning disabilities: A critical sketch on epidemiology

Abstract. The present review of epidemiological studies on the prevalence and stability of dyslexia and/or dyscalculia reveals that dyslexia is more frequently observed than dyscalculia. The prevalence of these learning disabilities decreases between early elementary school years and adulthood. Boys are more often identified as dyslexic than girls, whereas girls compared to boys more often demonstrate a co-occurrence of dyslexia and dyscalculia. The stability of learning disabilities seems to be a function of the tutoring practice. The prevalence estimate as well as the estimate of the stability of learning disabilities over time depends on the strength of the chosen cutoff points and the curricular validity of the preferred reading, spelling, and maths tests.

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