The effects of biological and social risk factors on special education placement: birth weight and maternal education as an example

Hollomon, Holly A.; Dobbins, Dionne R.; Scott, Keith G.

doi:10.1016/s0891-4222(98)00002-x

Cited by 39 publications

(30 citation statements)

References 30 publications

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“…Fourth, we relied on school records and survey responses to identify groups of children with LD or SLI. Although school records are a frequently used indicator of disability status (e.g., Hollomon, Dobbins, & Scott, 1998; Hosp & Reschly, 2002), and both groups initially displayed low levels of achievement on the study’s reading and mathematics measures, we were unable to independently confirm the children’s status as disabled.…”

Section: Discussionmentioning

confidence: 87%

Kindergarten Children’s Growth Trajectories in Reading and Mathematics

2011

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We used a large sample of children (N ≈ 7,400) participating in the Early Childhood Longitudinal Study – Kindergarten Cohort to estimate kindergarten children’s academic achievement growth trajectories in reading and mathematics. We were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)—as well as those of other groups of children—were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than non-disabled children. However, and over the subsequent five years of elementary school, only children with SLI lagged increasingly behind non-disabled peers in their reading skills growth. We observed a different pattern for mathematics achievement. Children with LD, but not SLI, lagged increasingly behind non-disabled children in their mathematics skills growth. We also observed some consistency in “poor-get-poorer” effects across reading and mathematic achievement for additional population subgroups. Those kindergarten children who were from lower socio-economic status (SES) families, who were African-American, and who more frequently displayed learning-related behaviors problems initially had lower levels of reading and mathematics achievement and also lagged increasingly behind in their acquisition of these skills over time. Some groups of children, including those with SLI, experience a cumulative rather than compensatory cycle of achievement growth.

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Section: Discussionmentioning

confidence: 87%

Kindergarten Children’s Growth Trajectories in Reading and Mathematics

2011

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“…Studies of the interaction between biomedical and social risk factors have indicated that parental education can play a role in developmental outcomes (Msall, Bier, LaGasse, Tremont, & Lester, 1998;Holloman, Dobbins, & Scott, 1998). A more extensively educated parent may serve as a protective influence in the presence of perinatal risk factors, while a lower degree of parental education appears to be an exacerbating factor.…”

Section: Psychosocial Variables and Post-infancy Outcomesmentioning

confidence: 99%

Impact of Prematurity on Language Skills at School Age

Mahurin-Smith

DeThorne

Logan

et al. 2014

J Speech Lang Hear Res

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This study compared school-age outcomes for 57 children born prematurely, at ≤32 weeks or <1500g, with outcomes for 57 children born at full term with no reported perinatal complications. The two groups were matched for age, sex, race, and parental education. Data came from the Western Reserve Reading Project and included discourse-level language samples collected at three points in time, each a year apart. In addition, standardized test results were obtained for IQ, digit span, and global language ability. The language samples were analyzed to yield a number of semantic and syntactic measures which were condensed via factor analysis to a semantic score and a syntactic score. Regression models showed statistically significant differences between the two groups for standardized test results, with more ambiguous results for the discourse-level language measures. The control group outperformed the premature group on both semantic and syntactic measures, but those differences never reached statistical significance and narrowed markedly at the third-year assessment point. These findings suggest that in the absence of frank neurological impairment, sophisticated semantic and syntactic skills may be relatively intact in the conversational and narrative language of children born prematurely. The decrements observed on standardized assessments of language and cognition may arise from deficits in domains such as attention or executive function, rather than reflecting significant impairment in their ability to learn language.

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“…In Finland in 2001, 21.2% of the school-aged children were referred to special education because of learning difficulties and, in 2004, the figure was 28% (1). The percentage is similar to that of other Western countries (2), but higher figures have also been presented.…”

Section: Introductionmentioning

confidence: 99%

“…In many studies male gender, low socioeconomic status (SES), family structure, the mother's and father's low educational levels (3,15,17,(20)(21)(22)(23)(24) and poor motor skills have been found to be risk factors for learning disabilities (8). In their study, Zubrick et al (8), for instance, indicated that children whose language emerged late had statistically significantly more gross and fine motor problems than those whose language developed within a normal range.…”

Section: Introductionmentioning

confidence: 99%

An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

Taanila

Yliherva

Kaakinen

et al. 2011

International Journal of Circumpolar Health

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Objectives. To investigate the association between learning difficulties (LDs) and behavioural and emotional problems of 8-year-old children in the Northern Finland Birth Cohort 1986 (n=9432). Study design. A cross-sectional study. Methods.Teachers assessed children's behaviour with a Rutter scale (RB2) and assessed their learning with questions about whether a child had difficulties in reading, spelling and mathematics. Results. Of the children, 21.4% (n=1774) had 1 or more learning difficulties (LDs): 12.3% (n=1026) had a verbal LD, 3.0% (n=248) a mathematical LD and 6.0% (n=500) a combined LD. For boys with LDs, an adjusted odds ratio of having behavioural problems was 3.1 (95% CI 2.5-4.0) and emotional problems 3.0 (2.0-4.6), and for girls 3.9 (2.6-5.8) and 5.3 (3.6-8.1), respectively. In boys and girls, verbal difficulties were associated with behavioural and emotional problems whereas mathematical difficulties were associated with behavioural problems in boys and with emotional problems in girls. Divorced and reconstructed family types were significant risk factors for LDs and behavioural problems, whereas a lifelong one-parent family type was a risk factor for behavioural problems, but not for LDs. A child's younger age compared to that of classmates, a mother's and a father's low education level and a low family SES were risk factors for having LDs. Conclusion. More attention should be paid to children whose families are facing adverse circumstances, especially as it affects their preschool education, in order to support their learning and school attendance.

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The effects of biological and social risk factors on special education placement: birth weight and maternal education as an example

Abstract: The effects of birth weight (BW)

Cited by 39 publications

References 30 publications

Kindergarten Children’s Growth Trajectories in Reading and Mathematics

Kindergarten Children’s Growth Trajectories in Reading and Mathematics

Impact of Prematurity on Language Skills at School Age

An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

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