Perinatal brain injury, visual motor function and poor school outcome of regional low birth weight survivors at age nine

Zhang, Jun; Mahoney, Ashley Darcy; Pinto‐Martin, Jennifer

doi:10.1111/j.1365-2702.2012.04328.x

Cited by 5 publications

(6 citation statements)

References 35 publications

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“…To our knowledge, this is the first study showing the independent and combined associations of neonatal and current body composition with academic performance, which hampers comparisons with other studies. Taken together, almost all studies that examined associations between birth weight and cognitive outcomes in youth showed significant associations with boys and girls together . The sex‐specific effect observed in our study concurs with that in other studies .…”

Section: Discussionsupporting

confidence: 91%

“…A growing body of literature suggests that LBW may play a negative role in cognitive development . It is likely poor neurodevelopmental outcomes of LBW infants may result from either perinatal morbidity or postnatal growth and development , which in turn, affect academic performance at school age . From 15 to 34% of LBW youth obtained poor academic performance , affecting mainly math and reading areas .…”

Section: Introductionmentioning

confidence: 99%

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Independent and combined influence of neonatal and current body composition on academic performance in youth: The UP & DOWN Study

et al. 2014

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Independent and combined influence of neonatal and current body composition on academic performance in youth: The UP & DOWN Study

et al. 2014

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“…30,93,94 Preterm children have been found to have deficits not only in basic pre-reading skills, 85,95 but also in higher-order cognitive skills. 14,[96][97][98][99][100] Additionally, as children age, the level of difficulty and cognitive demands of reading comprehension tasks increases. 101,102 It is likely that, as reading comprehension tasks increase in difficulty, the increasing challenge of integrating higher-order cognitive abilities with reading may explain the widening gap between preterm and term-born children.…”

Section: Discussionmentioning

confidence: 99%

Reading abilities in school‐aged preterm children: a review and meta‐analysis

Kovachy

Adams

Tamaresis³

et al. 2014

Develop Med Child Neuro

101

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AIM Children born preterm (at ≤32wk) are at risk of developing deficits in reading ability. This meta-analysis aims to determine whether or not school-aged preterm children perform worse than those born at term in single-word reading (decoding) and reading comprehension. METHOD Electronic databases were searched for studies published between 2000 and 2013, which assessed decoding or reading comprehension performance in English-speaking preterm and term-born children aged between 6 years and 13 years, and born after 1990. Standardized mean differences in decoding and reading comprehension scores were calculated. RESULTS Nine studies were suitable for analysis of decoding, and five for analysis of reading comprehension. Random-effects meta-analyses showed that children born preterm had significantly lower scores (reported as Cohen’s d values [d] with 95% confidence intervals [CIs]) than those born at term for decoding (d=−0.42, 95% CI −0.57 to −0.27, p<0.001) and reading comprehension (d=−0.57, 95% CI −0.68 to −0.46, p<0.001). Meta-regressions showed that lower gestational age was associated with larger differences in decoding (Q[1]=5.92, p=0.02) and reading comprehension (Q[1]=4.69, p=0.03) between preterm and term groups. Differences between groups increased with age for reading comprehension (Q[1]=5.10, p=0.02) and, although not significant, there was also a trend for increased group differences for decoding (Q[1]=3.44, p=0.06). INTERPRETATION Preterm children perform worse than peers born at term on decoding and reading comprehension. These findings suggest that preterm children should receive more ongoing monitoring for reading difficulties throughout their education.

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“…Johnson, Wolke, Hennessy, and Marlow (2011) found that letter knowledge and performance on a phoneme deletion task at 6 years of age predicted mathematics scores for extremely preterm-born 11-year-old children. Motor and visual-motor integration skills are also weaknesses in children born VPT (Mayes et al, 2009;Zhang, Mahoney, & Pinto-Martin, 2013). Motor skills were found to be related to mathematics achievement in a group of 6-year-old children born extremely preterm (Marlow, Hennessy, Bracewell, Wolke, & Group, 2007) and in a group of 8-year-old children born VPT (Wocadlo & Rieger, 2008), even in the absence of cerebral palsy.…”

mentioning

confidence: 94%

Mathematics ability and related skills in preschoolers born very preterm

Hasler

Akshoomoff

2017

Child Neuropsychology

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Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual-motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual-motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual-motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted.

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Perinatal brain injury, visual motor function and poor school outcome of regional low birth weight survivors at age nine

Abstract: Low birth weight infants with history of perinatal brain injury need be closely monitored to substantially reduce the rates of poor school outcome and other neurodevelopmental disabilities.

Cited by 5 publications

References 35 publications

Independent and combined influence of neonatal and current body composition on academic performance in youth: The UP & DOWN Study

Independent and combined influence of neonatal and current body composition on academic performance in youth: The UP & DOWN Study

Reading abilities in school‐aged preterm children: a review and meta‐analysis

Mathematics ability and related skills in preschoolers born very preterm

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