Academic trajectories of very preterm born children at school age
| Autor: | Jorrit F. de Kieviet, Jaap Oosterlaan, Ruurd M. van Elburg, E. Sabrina Twilhaar |
|---|---|
| Přispěvatelé: | Clinical Neuropsychology, IBBA, Amsterdam Reproduction & Development (AR&D), General Paediatrics, AGEM - Endocrinology, metabolism and nutrition |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Male
medicine.medical_specialty Longitudinal study Developmental Disabilities Psychological intervention Spelling Academic performance Pupil Developmental psychology 03 medical and health sciences 0302 clinical medicine Reference Values Risk Factors 030225 pediatrics Medicine Humans Infant Very Low Birth Weight 030212 general & internal medicine Neonatology Longitudinal Studies Child Arithmetic business.industry Learning Disabilities Infant Newborn Obstetrics and Gynecology Preterm birth General Medicine Longitudinal design Reading comprehension Reading Pediatrics Perinatology and Child Health Cohort Female Outcomes research business Cognition Disorders Comprehension SDG 4 - Quality Education Infant Premature |
| Zdroj: | Archives of Disease in Childhood-Fetal and Neonatal Edition, 104(4), F419-F423. BMJ Publishing Group Twilhaar, E S, de Kieviet, J F, van Elburg, R M & Oosterlaan, J 2019, ' Academic trajectories of very preterm born children at school age ', Archives of Disease in Childhood-Fetal and Neonatal Edition, vol. 104, no. 4, pp. F419-F423 . https://doi.org/10.1136/archdischild-2018-315028 Archives of disease in childhood. Fetal and neonatal edition, 104(4):315028, F419-F423. BMJ Publishing Group |
| ISSN: | 1468-2052 1359-2998 |
| Popis: | ObjectivesTo characterise the developmental trajectories of arithmetic, reading comprehension and spelling abilities of very preterm and full-term born children during primary school.DesignA longitudinal analysis of academic performance data of very preterm and full-term born children was performed. Academic performance was assessed in grade 1–6 of primary school using a pupil monitoring system, with 11 measurements of arithmetic and spelling performance and 7 measurements of reading comprehension. Data were analysed using mixed-effects models.PatientsA Dutch cohort of 52 very preterm children born between 2001–2003 and 58 full-term controls participated.ResultsNo group-by-time interactions were found for any of the academic domains, indicating no differences in progress between groups. Through the course of primary school, very preterm born children scored on average 0.53 SD lower on arithmetic (95% CI −0.71 to –0.35, pConclusionsThis is the first longitudinal study to show that the academic difficulties of very preterm born children persisted during primary school. Their progression was similar to full-term born peers, suggesting intact learning abilities. This provides opportunities for interventions to improve the academic outcomes of very preterm born children. |
| Databáze: | OpenAIRE |
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