儿童睡眠与阅读关系的系统综述：一项荟萃分析与叙述性综合。

文献信息

中文摘要

虽然睡眠不良与小学学龄儿童较差的认知和学业表现相关已得到充分证实，但人们对睡眠与阅读等特定能力之间的关系知之甚少。本研究是首个关于儿童（5-12岁）睡眠与阅读关系的综合性综述，纳入48项研究，共55,061名参与者（3项病例报告、30项横断面研究、6项病例对照研究和9项纵向研究）。在适当情况下进行了荟萃分析，结果显示，较差的阅读与更严重的总体睡眠障碍（r = -.26）、失眠症状（r = -.20）、睡眠呼吸障碍症状（r = -.31）、日间嗜睡（r = -.12）以及较短的睡眠时长（r = .22）相关。这些发现似乎在不同类型的阅读测量中均稳健，并且总体上支持行为睡眠结局与阅读之间的关联；然而，存在显著异质性，研究间的差异可能驱动了变异性，因此这些发现应谨慎解读。最终，需要进一步研究以确定睡眠与阅读之间关系的特异性，以及睡眠干预是否可能为有阅读不良风险的儿童提供有益支持。

英文摘要

While it is well established that poor sleep is associated with worse cognitive and academic performance in primary school-aged children, less is known about the relationship between sleep and specific abilities like reading. The present study is the first comprehensive review of the relationship between sleep and reading in children (5-12 years), which included 48 studies comprising 55,061 participants (3 case report, 30 cross-sectional, 6 case-control and 9 longitudinal studies). Meta-analyses were conducted as appropriate and showed that poorer reading is associated with greater general sleep disturbances (r = -.26), insomnia symptoms (r = -.20), sleep-disordered breathing symptoms (r = -.31), daytime sleepiness (r = -.12) and shorter sleep duration (r = .22). These findings appear to be robust across different types of reading measures and generally support an association between behavioural sleep outcomes and reading; however, there was substantial heterogeneity, with differences across studies likely driving variability, so these findings should be interpreted cautiously. Ultimately, further research is required to identify specificity in how sleep and reading are related to one another, and whether sleep interventions may be a useful support for children at risk of poor reading.