Longitudinal effects of gestational age on academic performance in children born preterm

被引：0

作者：

Mahurin-Smith, Jamie ^{[1
]}

Petrill, Stephen ^{[2
]}

机构：

[1] Illinois State Univ, Normal, IL USA

[2] Ohio State Univ, Columbus, OH USA

来源：

EARLY HUMAN DEVELOPMENT | 2025年 / 209卷

关键词：

Prematurity; Preterm birth; Neurodevelopment; OUTCOMES; INFANTS; BIRTH;

D O I：

10.1016/j.earlhumdev.2025.106329

中图分类号：

R71 [妇产科学];

学科分类号：

100211 ;

摘要：

Objective: To investigate longitudinal changes in reading and math performance among children born prematurely. Study design: We evaluated data from across an 8-year period for 768 participants in the Western Reserve Reading and Math Project (WRRMP). We assessed their performance on Woodcock-Johnson math and reading subtests as a function of gestational age and parental education. Results: On the reading comprehension, word identification, and applied math subtests, gestational age was associated with performance decrements, while parental education was linked to improved performance. Conclusions: Preterm birth continues to predict lower standardized test scores for reading and math across the time period of this longitudinal dataset; higher levels of parent education partially offset these effects.

引用

页数：5

共 31 条

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