Effects of extreme prematurity on numerical skills and executive function in kindergarten children: An application of partially ordered classification modeling

Abstract

Although mathematics disabilities (MD) are common in extremely preterm/extremely low birth weight (EPT/ELBW) children, little is known about the nature of these problems. In this study partially ordered set (POSET) models were applied to classify 140 EPT/ELBW kindergarten children (gestational age <28 weeks and/or birth weight <1000 g) and 110 normal birth weight (NBW) controls into profiles of numerical and cognitive skills. Models based on five numerical skills and five executive function and processing speed skills provided a good fit to performance data. The EPT/ELBW group had poorer skills in all areas than NBW controls but the models also revealed substantial individual variability in skill profiles. Weaknesses in executive function were associated with poorer mastery of numerical skills. The findings illustrate the applicability of POSET models to research on MD and suggest distinct types of early numerical deficits in EPT/ELBW children that are related to their impairments in executive function.

Cognitive functions mediate the effect of preterm birth on mathematics skills in young children

“…It remains an open question whether number and arithmetic skills are differentially affected by preterm birth and if other cognitive functions, such as working memory, inhibitory control, visual-motor integration, and phonological processing are related to these mathematics skills. We chose to examine these particular cognitive functions based on recent research linking them to mathematics skills in children who were born preterm (Hasler & Akshoomoff, 2019;Tatsuoka et al, 2016;Taylor et al, 2018;van Veen, van Wassenaer-Leemhuis, van Kaam, Oosterlaan, & Aarnoudse-Moens, 2019). Furthermore, studies that investigate the effect of cognitive functions on mathematics skills often only study one of those functions (e.g.…”

Neonatal systemic inflammation and the risk of low scores on measures of reading and mathematics achievement at age 10 years among children born extremely preterm

“…Compared to children born at term, those born very preterm are at increased risk of reading (Levandowski et al, 2016) and related limitations (Guarini et al, 2010), and math limitations (Simms et al, 2013; Simms et al, 2015; Tatsuoka et al, 2016; Taylor et al, 2009; Clark et al, 2014). These children are more likely than others to have structural and functional impairments of the brain (Scott et al, 2011; Ashkenazi et al, 2013; Feldman et al, 2012; Travis et al, 2015; Martin et al, 2015).…”

Neuroimaging and Bayley-III correlates of early hand function in extremely preterm children

“…Fine motor execution and visual-motor integration is key for exploration and development of handwriting skills [10,26] and is particularly strongly associated with development of early working memory and mathematical abilities in early school age [7,27]. Children born EPT are at particularly high risk of school failure, disorders of executive functioning and mathematical disability at school age [28][29][30].…”