Specific Language Difficulties and School Achievement in Children Born at 25 Weeks of Gestation or Less

Wolke, Dieter; Samara, Muthanna; Bracewell, Melanie A.; Marlow, Neil

doi:10.1016/j.jpeds.2007.06.043

Cited by 204 publications

(176 citation statements)

References 33 publications

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“…These disabilities are frequently accompanied by LD in other domains, such as reading and written output . However, MLD in children with VLBW/VPTB are more selective in nature than are reading and other speech and language-related disabilities (Samuelsson et al, 1999(Samuelsson et al, , 2000Wolke et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

Mathematics deficiencies in children with very low birth weight or very preterm birth

Taylor

Espy

Anderson

2009

Dev Disabil Res Revs

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Children with very low birth weight (VLBW, <1500 g) or very preterm birth (VPTB, <32 weeks gestational age or GA) have more mathematics disabilities or deficiencies (MD) and higher rates of mathematics learning disabilities (MLD) than normal birth weight term‐born children (NBW, >2500 g and >36 weeks GA). MD are found even in children without global disorders in cognition or neurosensory status and when IQ is controlled, and they are associated with other learning problems and weaknesses in perceptual motor abilities and executive function. Factors related to poorer mathematics outcomes include lower birth weight and GA, neonatal complications, and possible abnormalities in brain structure. While little is known about the nature of MD in these children, studies of MLD in other neurodevelopmental disorders and in children with learning disabilities provide useful models for further investigation. Further investigation of the neuropsychological and neuropathological correlates of distinct types of mathematics difficulties is also needed. Studies along these lines will yield information about the unique features of MD in children with VLBW/VPTB and about the nature and origins of poor mathematics achievement more generally. © 2009 Wiley‐Liss, Inc. Dev Disabil Res Rev 2009;15:52–59.

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Section: Discussionmentioning

confidence: 99%

Mathematics deficiencies in children with very low birth weight or very preterm birth

Taylor

Espy

Anderson

2009

Dev Disabil Res Revs

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“…With regards to VLW children, it has been described6 that differences in language skills of premature and VLW can be part of an overall deficit of development, with impact to the cognitive functions. In regards to the expressive aspect, several studies2, 5,[10][11]16 reported that premature and LW infants showed delay and / or changes in this area. Researchers8, also using the ELM scale, observed delay in expressive function in preterm children, small for gestational age from the ninth month on.…”

Section: Discussionmentioning

confidence: 99%

Avaliação da função auditiva receptiva, expressiva e visual em crianças prematuras

Lamônica

Carlino

Alvarenga

2010

Pró-Fono R. Atual. Cient.

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Background: prematurity as a risk factor for delay in language development. Aim: to verify the performance of premature children regarding their receptive and expressive auditory and visual abilities. Method: participants were 40 children with chronological ages between 12 and 24 months. The experimental group (G1) was composed by 20 children who presented report of prematurity and low or very low weight. The birth age varied from 22 to 34 weeks and weight was below 2500gr. This group was divided according to weight, i.e. children with low and very low weight. The control group (G2) was composed by 20 children born at term, with weight above 2500gr and with no report of development delay. The procedures consisted of an interview with the parents and the application of the Early Language Milestone Scale -ELM. Results: when comparing the groups, the results indicate statistically significant differences. Children of G1 presented a poorer performance in the Expressive Hearing (EH), Receptive Hearing (RH) and Visual (V) areas, although a few children of this group presented the expected results for their age group in some of the tested abilities. The expressive auditory ability was the most affected. Conclusion: children of G1 presented deficits in the expressive and receptive auditory and visual functions. Premature children with very low weight presented higher deficits in the tested abilities. Key Words: Premature; Child Development; Child Language; Language Disorders. ResumoTema: prematuridade como fator de risco para atraso no desenvolvimento da linguagem. Objetivo: verificar o desempenho de crianças prematuras quanto às áreas auditiva receptiva, expressiva e visual. Método: participaram da amostra 40 crianças de idade cronológica entre 12 e 24 meses. O grupo experimental (G1) foi composto por 20 crianças que apresentaram em seu histórico de vida os fatores de risco prematuridade e baixo peso ou muito baixo peso. A idade gestacional das crianças variou de 22 a 34, semanas todas com peso abaixo de 2500g; este grupo foi dividido em função do peso, ou seja, crianças de baixo peso e de muito baixo peso. O grupo controle (G2) foi composto por 20 crianças nascidas a termo com peso superior a 2500g, sem histórico para atraso do desenvolvimento. Os procedimentos constaram de entrevista com os pais e aplicação da Escala Early Language Milestone Scale (ELM). Resultados: na comparação entre grupos, os resultados mostraram ser estatisticamente significativos. As crianças do G1 apresentaram prejuízo na área auditiva expressiva, auditiva receptiva e visual, embora algumas crianças tivessem apresentado resultados esperados para sua faixa etária, em alguma das funções avaliadas. A área mais prejudicada foi a área expressiva. Conclusão: as crianças do G1 apresentaram alteração nas áreas auditiva receptiva, auditiva expressiva e visual. As crianças prematuras com muito baixo peso apresentaram maiores prejuízos nas áreas avaliadas.

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“…11 This cut-off was previously used to identify extremely preterm-born children with academic difficulties at 6 years of age. 12 Teachers were also asked to indicate whether the child had academic or behavioural special educational needs (SEN). TAAS questionnaires were predominantly completed by the child's main class teacher (87%), by a previous class teacher who was considered to know the child better (5%), or another teacher in the school (8%), in most cases a SEN coordinator or head teacher.…”

Section: Methodsmentioning

confidence: 99%

“…This short seven-item questionnaire is used to elicit teachers' ratings of a child's academic attainment. Although it has previously been used as an outcome measure in epidemiological studies, 4,12 its psychometric properties have not been investigated. This study aimed to investigate the psychometric properties of the TAAS and assess its use as an outcome measure.…”

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confidence: 99%

Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale

Johnson

Marlow

Wolke

2012

Develop Med Child Neuro

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SEN Special educational needs TAAS Teacher Academic Attainment Scale WIAT-II Wechsler Individual Achievement Test, 2nd (UK) editionAIM Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure.METHOD Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males, 199 females; 190 extremely preterm and 153 term; mean age 10y 9mo, SD 5.5mo, range 9y 8mo-12y 3mo) were assessed using the reading and mathematics scales of the criterion standard Wechsler Individual Achievement Test, 2nd (UK) edition (WIAT-II). Class teachers completed the TAAS, a seven-item questionnaire for assessing academic attainment. The TAAS was also completed at 6 years of age for 266 children.RESULTS Cronbach's alpha 0.95 indicated excellent internal consistency, and the correlation between TAAS scores at 6 and 11 years indicated good test-retest reliability (r=0.77, p<0.001). Significantly higher TAAS scores for term vs preterm children demonstrated discriminative validity. TAAS scores at 6 and 11 years were significantly correlated with WIAT-II reading (r=0.69 and 0.75, p<0.001) and mathematics (r=0.75 and 0.82, p<0.001) scores, demonstrating good predictive and concurrent validity respectively. TAAS scores of <2.5 were good predictors of learning difficulties. INTERPRETATIONThe TAAS is a brief, psychometrically sound teacher-report of academic attainment that yields continuous and categorical outcomes. It provides a cost-and time-efficient outcome measure for large-scale studies.Longitudinal studies of high-risk populations have shown that early insult to the developing brain can have major consequences that persist far beyond the initial period of recovery. Even in the absence of neurosensory disabilities, infants may be at risk of more subtle residual impairments that impact upon school performance. The adverse effects of perinatal illness on educational outcomes have been documented for a range of high-risk populations including infants who required surgery, 1 those with neonatal encephalopathy, 2 meningitis in infancy, 3 and children born preterm 4,5 or small for gestational age. 6 Quantifying scholastic performance is crucial for assessing the spectrum of long-term outcomes in epidemiological and cohort studies. Formal norm-referenced tests of academic attainment are frequently used as outcome measures but require administration by qualified examiners, are costly and time consuming, and are often difficult to implement in largescale investigations. Furthermore, cross-cultural studies often necessitate the use of different language-and curriculumspecific outcome measures, making international comparisons problematic, both conceptually and statistically.Teachers are well placed to comment on a child's school performance, and previous studies have shown that they are able to provide accurate judgements of attainment compared wit...

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Specific Language Difficulties and School Achievement in Children Born at 25 Weeks of Gestation or Less

Cited by 204 publications

References 33 publications

Mathematics deficiencies in children with very low birth weight or very preterm birth

Mathematics deficiencies in children with very low birth weight or very preterm birth

Avaliação da função auditiva receptiva, expressiva e visual em crianças prematuras

Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale

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