Analysis of the relations among current blood lead levels, background variables, and early reading abilities of six year old urban children.

摘要

Objective. The research questions are: What is the relation between current whole blood lead levels of six year old urban children and their early reading abilities? What influence do confounding factors, including socioeconomic status, maternal verbal intelligence, the home environment, cigarette exposure and maternal alcohol use, have on the relation between early reading abilities and current blood lead levels? What is the influence of current whole blood lead levels in predicting the early reading abilities of these children after controlling for the influence of significant background factors?; Method. Complete laboratory, interview and evaluation data were available for the 277 six year old African American children who formed a control group for a study of the effects of prenatal cocaine exposure on school behavior subsequent to a large urban Fetal Alcohol Research Center study. Data from children was eliminated if child was mentally impaired, if mother used cocaine or if mother reported moderate to heavy alcohol use. Child variables included current whole blood lead level, cognitive development (WPPSI-R), and early reading abilities (TERA-2). Maternal variables included maternal verbal intelligence (PPVT-R), responses to structured interviews regarding demographic information, lab-based home environment assessment, alcohol and cigarette use.; Results. Current whole blood lead levels were significantly inversely related to early reading abilities at levels as low as 4 mc/dL. Socioeconomic status, maternal verbal intelligence, and the home environment are significant influences on early reading abilities which diminish the significance of lead exposure. However, current whole blood level is a significant predictor of early reading abilities after controlling for the influence of these background factors.; Conclusion. Minimal blood lead levels indicate a need for referral to a collaboration of early intervention support services to meet health and educational needs of the child and family.