Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

Simms, Victoria; Gilmore, Camilla; Cragg, Lucy; Clayton, Sarah; Marlow, Neil; Johnson, Samantha

doi:10.1038/pr.2014.184

Cited by 78 publications

(93 citation statements)

References 31 publications

(36 reference statements)

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“…Moreover, these children had poorer executive function than children with ID alone and poorer executive function and visuospatial processing than children with specific LD. The importance of executive functions and visuospatial processing for academic success in preterm children has been highlighted in previous studies [10,16,40]. From the present study, we are unable to ascertain whether these poor neuropsychological abilities are causal factors leading to lowered overall performance or whether they are outcomes of 13 poor performance.…”

Section: Discussioncontrasting

confidence: 57%

“…[14,39] The excess of mathematics difficulties in this population has been associated with domain-general cognitive deficits, in particular with deficits in working memory, executive function and visuo-spatial processing. [16,40] Indeed visuo-spatial processing, sensori-motor integration and executive function were significantly poorer in EP children with ID or LD than those with IQ and attainment in the average range. Notably, children with comorbid ID and LD had the poorest neuropsychological abilities with significantly lower scores in all core domains compared with children with no disability.…”

Section: Discussionmentioning

confidence: 87%

“…In contrast to reading and literacy, group differences in mathematics attainment are frequently not accounted for by low IQ [5,6,10,14]. Other neuropsychological processes such as attention, executive function, sensori-motor and visuo-spatial skills contribute to scholastic attainment in typically developing and preterm children [7,10,[15][16][17][18] and may be core cognitive deficits in this population [19][20][21].…”

Section: Extremely Preterm Birth (Ep; <26mentioning

confidence: 99%

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Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

Johnson

Strauss

Gilmore

et al. 2016

Early Human Development

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Wolke, Dieter. (2016) Learning disabilities among extremely preterm children without neurosensory impairment : comorbidity, neuropsychological profiles and scholastic outcomes. Early Human Development, 103 . pp. 69-75. Permanent WRAP URL:http://wrap.warwick.ac.uk/80949 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription.

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Section: Discussioncontrasting

confidence: 57%

Section: Discussionmentioning

confidence: 87%

Section: Extremely Preterm Birth (Ep; <26mentioning

confidence: 99%

See 1 more Smart Citation

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

Johnson

Strauss

Gilmore

et al. 2016

Early Human Development

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“…Deficits in numerical reasoning skills and mathematics among children born very preterm may be evident as early as kindergarten 8,13 . Higher than expected rates of math deficits have been reported in children born very preterm, even when limiting samples to those with average IQ (> 80 or 85) or after adjusting for IQ 2,3,5,6,9,13,14 . In a meta-analysis of 14 studies, Aarnoudse-Moens and colleagues 15 reported that very preterm children had a 0.60 standard deviation (SD) deficit in mathematics scores compared with a 0.48 SD deficit in reading.…”

mentioning

confidence: 73%

Academic Achievement Deficits and Their Neuropsychological Correlates in Children Born Extremely Preterm

Akshoomoff

Joseph

Taylor

et al. 2017

J Dev Behav Pediatr

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Objective The purpose of this study was to examine the risks associated with learning disabilities (LD) in a large sample of children born extremely preterm. We predicted higher than expected rates of LD, particularly in math, and children with LD in math, reading, or both would have lower IQs and specific patterns of neuropsychological deficits. Method We evaluated academic achievement, rates of LD, and their neuropsychological correlates in the Extremely Low Gestational Age Newborn (ELGAN) Study cohort of 10-year-old children born at 23 to 27 weeks gestational age. Primary analyses focused on children without intellectual disability (verbal IQ > 70 and nonverbal IQ > 70; N=668). Low achievement was defined as a standard score ≤ 85 on the reading or math measures. Results The risk of low math achievement scores (27%) was 1.5 times higher than the risk of low reading achievement scores (17%). Children were classified as having LD based on low achievement criteria in reading only (RD, 6.4% of sample), math only (MD, 16.2%), both reading and math (RD/MD, 8.3%), or no reading or math disabilities (No LD, 69.1%). Although all three LD groups had multiple neuropsychological weaknesses compared to the No LD group, the RD and MD groups had different patterns of neuropsychological impairment. Conclusion These children from the ELGAN cohort had higher than expected rates of LD, particularly in mathematics, even after taking socioeconomic status into consideration. These results point to specific cognitive weaknesses that differ between extremely preterm children with RD and MD and the utility of neuropsychological assessments in addressing low academic achievement.

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“…These children not only demonstrated a 6.6-point lower IQ but had standard scores that were 10 points lower in reading and 8 points lower in mathematics. Importantly, both executive function and visual memory challenges were associated with academic struggles in reading and mathematics (Johnson et al 2009(Johnson et al , 2011Simms et al 2015;Wolke et al 2015).…”

Section: Cognitive Outcomesmentioning

confidence: 99%

Life Course Health Development Outcomes After Prematurity: Developing a Community, Clinical, and Translational Research Agenda to Optimize Health, Behavior, and Functioning

Msall

Sobotka

Dmowska

et al. 2017

Handbook of Life Course Health Development

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Long-term survival for infants born extremely prematurely (<28 weeks of gestation) and extremely low birth weight (<1000 g) has increased dramatically due to obstetrical and neonatal advances. However, poverty, inequality, and resulting health disparities are significant contributors to women who give birth to preterm infants and also impact their children’s healthy development and education. While the vast majority of survivors of extreme prematurity do not have the most severe forms of neurodevelopmental disability (i.e., cerebral palsy, blindness, sensorineural hearing loss >55 dB, and intellectual disability), half of survivors can be expected to require special education services at kindergarten entry and during their school years. In addition, there are also high rates of health disparities in the prevalence of preterm birth across the spectrum of gestations including very preterm (28–31 weeks), moderate preterm (32–33 weeks), and late preterm births (34–36 weeks). Life course health development offers a valuable framework for examining how complex medical and social adversities that impact a mother’s health can also impact their child’s health and developmental trajectories. A better understanding of the cumulative impact of protective factors and other buffers that can support prenatal and postnatal parental and child health will provide important insights into how to promote greater resiliency and optimal health development. This population-based information can provide ongoing data for thriving developmental health trajectories for vulnerable preterm survivors with respect to physical, behavioral, and social health outcomes. Though premature infants who receive comprehensive early intervention and preschool educational supportive services have improved outcomes at kindergarten entry, school-age survivors, even those escaping major neurodevelopmental diagnoses, have challenges which impact attention, behavioral regulation, academic achievement, and social skills compared to their full-term peers. Unfortunately, many essential services that can contribute to better outcomes are unnecessarily fragmented and not systematically implemented to provide preventive interventions that optimize health, learning, executive function, social, and adaptive competencies. These cumulative medical, developmental, and social risks among preterm survivors adversely impact long-term adult physical and behavioral health, educational attainment, and social participation. In order to address these disparities, more precise, population-based, health development interventions aimed at optimizing physical and behavioral health, educational achievement, and adaptive competencies will be required. We recommend research strategies to inform our efforts for improving life course outcomes.

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Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia

Cited by 78 publications

References 31 publications

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

Academic Achievement Deficits and Their Neuropsychological Correlates in Children Born Extremely Preterm

Life Course Health Development Outcomes After Prematurity: Developing a Community, Clinical, and Translational Research Agenda to Optimize Health, Behavior, and Functioning

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