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Citation |
Daniel SS, Walsh AK, Goldston DB, Arnold EM, Reboussin BA, Wood FB. J. Learn. Disabil. (Thousand Oaks) 2006; 39(6): 507-514. |
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Affiliation |
Department of Psychiatry and Behavioral Medicine, Wake Forest University School of Medicine, Winston-Salem, NC 27157-1087, USA. sdaniel@wfubmc.edu |
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Copyright |
(Copyright © 2006, SAGE Publishing) |
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DOI |
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PMID |
17165618 |
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Abstract |
The purpose of this study was to examine the risk of suicidal ideation and suicide attempts and school dropout among youth with poor reading in comparison to youth with typical reading (n = 188) recruited from public schools at the age of 15. In a prospective naturalistic study, youth and parents participated in repeated research assessments to obtain information about suicide ideation and attempts, psychiatric and sociodemographic variables, and school dropout. Youth with poor reading ability were more likely to experience suicidal ideation or attempts and more likely to drop out of school than youth with typical reading, even after controlling for sociodemographic and psychiatric variables. Suicidality and school dropout were strongly associated with each other. Prevention efforts should focus on better understanding the relationship between these outcomes, as well as on the developmental paths leading up to these behaviors among youth with reading difficulties. Language: en |