Small-for-Gestational Age Birth Confers Similar Educational Performance through Middle School

Murthy, Karna; Karbownik, Krzysztof; Garfield, Craig F.; Falciglia, Gustave H.; Roth, Jeffrey; Figlio, David N.

doi:10.1016/j.jpeds.2019.04.055

Cited by 6 publications

(14 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Discussionsupporting

confidence: 94%

“…Our findings are consistent with those of previous studies that showed that a birth weight below the 10 th centile is associated with lower school performance 4,6,25,26 . Moreover, they corroborate the study by Murthy et al 4 ,. which found that a birth weight up to the 25 th centile is associated significantly with lower school test scores and a higher likelihood of disability classification in school, in those born between 23 and 41 weeks' gestation.…”

Section: Discussionsupporting

confidence: 94%

See 1 more Smart Citation

Birth‐weight centile at term and school performance at 12 years of age: linked cohort study

Burger

Gordijn

Mol

et al. 2023

Ultrasound in Obstet & Gyne

View full text Add to dashboard Cite

What are the novel findings of this work?Birth-weight centile is associated positively with school performance at 12 years of age, well beyond the conventional cut-off for small-for-gestational age, with highest school performance achieved at the 81 st -85 th birth-weight centiles. We hypothesize that reduced placental function and associated fetal growth restriction is the central mechanism underlying this association. What are the clinical implications of this work?Improved tools to diagnose (subclinical) fetal growth restriction, other than fetal size, are needed to better identify fetuses and children at increased risk of adverse perinatal and long-term outcomes, and to target pre-and postnatal care more accurately.

show abstract

Section: Discussionsupporting

confidence: 94%

Section: Discussionsupporting

confidence: 94%

Birth‐weight centile at term and school performance at 12 years of age: linked cohort study

Burger

Gordijn

Mol

et al. 2023

Ultrasound in Obstet & Gyne

View full text Add to dashboard Cite

show abstract

“…Second, bivariate analyses of birth related data showed that children born SGA were found to be less likely to fulfill the requirements for upper secondary schooling compared to those who were not born SGA. This may be explained by a reduced cognitive ability among children born SGA as shown both in a large study of SGA children in the US [ 5 ] as well as a study in Sweden using the Stockholm Birth Cohort [ 36 ]. Also, even though not verified in the currents study, previous studies have shown that children born with a low birthweight as well as children born SGA are more likely to experience cognitive problems and neurodevelopmental problems [ 37 – 39 ].…”

Section: Discussionmentioning

confidence: 99%

“…Studies have shown that birth characteristics such as being born small for gestational age (SGA), or with a (very) low birthweight (LBW), and prematurity are associated with a reduced cognitive ability as well as neurodevelopment impairment [ 5 ]. A recent study by Lindström et al (2017) found SGA to be strongly associated with academic performance in grade 9 (age 16), the smaller the child was the more it affected the academic performance [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Predictors of educational failure at 16 and 19 years of age—SESBiC longitudinal study

2023

View full text Add to dashboard Cite

Background Educational attainment is highly associated with future health and independence. Throughout childhood, children are exposed to factors that may promote educational attainment and factors that may be associated with a reduced likelihood of being able to complete their education. The purpose of the current study was to investigate which factors, measured from birth up to finishing upper secondary school, were associated with a lower mean grade point average from lower and upper secondary school as well as eligibility to upper secondary school and college/university. Methods This is a longitudinal study on 1723 children born in 1995/1996 who have been followed until they were 20 years old. Information with respect to maternal sociodemographics, maternal stress factors during pregnancy and childhood, birth characteristics of the child, child behavior at 3 and 12 years of age, and mean grade point average from lower and upper secondary school, including eligibility to upper secondary school and college/university was collected. Results Children exhibiting high problems scores on the child behavior checklist at 12 years of age and children or having other living arrangements (e.g. foster parents or institutional care) were less likely to fulfill the requirements for upper secondary school (OR = 0.35, 95% CI = 0.17–0.71 and OR = 0.33 95% CI = 0.17–0.65, respectively). The likelihood of fulfilling the requirements to college/university was lower if the child had divorced parents at three years of age (OR = 0.30, 95% CI = 0.16–0.58) and exhibited externalizing problems at 12 years of age (OR = 0.45, 95% CI = 0.24–0.86) and if the mother had experienced high level of stress at (OR = 0.32, 95% CI = 0.14–0.77). Conclusion Identifying mothers with high level of stressors as well as children with externalizing behaviour problems to provide guidance and support is very important as these two factors appear to be associated with future study performance in both lower and upper secondary school.

show abstract

“…Murthy et al . evaluated the association between SGA at birth and educational performance using the Florida Comprehensive Assessment Test (FCAT) in a large cohort study published in 2019 [ 19 ]. The FCAT scores were recorded from grade three to grade eight.…”

Section: Discussionmentioning

confidence: 99%

The relationship between child development and small for gestational age among preschool children

Chou

Wen

2022

Tzu Chi Medical Journal

View full text Add to dashboard Cite

A BSTRACT Objectives: This study aimed to assess the impact of small for gestational age (SGA) on the development of Taiwanese preschool children using the Chinese Child Developmental Inventory (CCDI). Materials and Methods: A total of 982 children were enrolled in this study between June 2011 and December 2015. The samples were divided into two groups: SGA ( n = 116, mean age = 2.98) and non-SGA ( n = 866, mean age = 3.33) groups. The development scores were based on the CCDI, which consist of eight dimensions of development between the two groups. The linear regression analysis was adopted to examine the relationship of SGA with child development. Results: On average, the children in the SGA group scored less in all eight subitems of the CCDI than those in the non-SGA group. However, regression analysis revealed that there was no significant difference in both performance and delay frequency in the CCDI between the two groups. Conclusion: SGA children had similar developmental scores in CCDI as non-SGA children for preschool age in Taiwan.

show abstract

Small-for-Gestational Age Birth Confers Similar Educational Performance through Middle School

Cited by 6 publications

References 19 publications

Birth‐weight centile at term and school performance at 12 years of age: linked cohort study

Birth‐weight centile at term and school performance at 12 years of age: linked cohort study

Predictors of educational failure at 16 and 19 years of age—SESBiC longitudinal study

The relationship between child development and small for gestational age among preschool children

Contact Info

Product

Resources

About