Effects of extreme prematurity and kindergarten neuropsychological skills on early academic progress. Neuropsychology 2018 Oct;32(7):809-821
Date
08/21/2018Pubmed ID
30124312Pubmed Central ID
PMC6188825DOI
10.1037/neu0000434Scopus ID
2-s2.0-85051921333 (requires institutional sign-in at Scopus site) 14 CitationsAbstract
OBJECTIVE: The study was designed to investigate the effect of extreme prematurity on growth in academic achievement across the early school years and the validity of kindergarten neuropsychological skills as predictors of achievement.
METHOD: A 2001-2003 birth cohort of 145 extremely preterm/extremely low birth weight (EPT/ELBW) children from a single medical center, along with 111 normal birth weight (NBW) classmate controls, were recruited during their first year in kindergarten and followed annually across the next 2 years in school. Mixed model analysis was conducted to compare the groups on growth in achievement across years and examine kindergarten neuropsychological skills as predictors of growth.
RESULTS: The EPT/ELBW group scored significantly below NBW controls on all achievement tests across years and had higher rates of special education placement and grade repetition. Despite limited catch-up of the EPT/ELBW group to the NBW controls in spelling, group differences were generally stable. Differences in spelling and mathematics achievement remained significant when controlling for global intelligence or excluding children who had intellectual or neurosensory impairments or repeated a grade. Higher scores on kindergarten tests of multiple neuropsychological ability domains predicted higher achievement levels and steeper growth in achievement.
CONCLUSIONS: The findings document persistent academic weaknesses in EPT/ELBW children across the early school years. Results point to the need for preschool interventions to enhance academic readiness and suggest that neuropsychological skills assessed in kindergarten are useful in identifying individual differences in early learning progress. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Author List
Taylor HG, Klein N, Espy KA, Schluchter M, Minich N, Stilp R, Hack MAuthor
Rebecca L. Stilp PhD Assistant Professor in the Neurology department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
ChildChild, Preschool
Cohort Studies
Educational Status
Executive Function
Female
Humans
Individuality
Infant
Infant, Extremely Low Birth Weight
Infant, Extremely Premature
Infant, Newborn
Intelligence Tests
Male
Mathematics
Neuropsychological Tests
Schools
