Evidence map›Paper›PMID 27470694›Full record

ArticleThe Journal of pediatrics2016

Gestational Age and Kindergarten School Readiness in a National Sample of Preterm Infants.

Prachi E Shah, Niko Kaciroti, Blair Richards, Julie C Lumeng

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in The Journal of pediatrics, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
23citing papers in PubMed, 2 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

23 citing papers in PubMed, 2 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Trial
  4. Review
  5. Article
  6. Article
  7. Article
  8. Academic performance in moderately and late preterm children in the United States: are they catching up?Journal of perinatology : official journal of the California Perinatal Association · 2024
    Article
  9. Article
  10. Review
  11. Article
  12. School Readiness in 4-Year-Old Very Preterm Children.Children (Basel, Switzerland) · 2022
    Article
  13. Review
  14. Article
  15. Article
  16. Article
  17. Article
  18. Article
  19. Article
  20. Neurologic Consequences of Preterm Birth.Current neurology and neuroscience reports · 2018
    Review
4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

4 authors.

Prachi E ShahDivision of Developmental Behavioral Pediatrics, Department of Pediatrics, Medical School, University of Michigan, Ann Arbor, MI; Center for Human Growth and Development, University of Michigan, Ann Arbor, MI. Electronic address: prachis@umich.edu.
Niko KacirotiDepartment of Biostatistics, School of Public of Health, University of Michigan, Ann Arbor, MI; Department of Nutritional Sciences, School of Public of Health, University of Michigan, Ann Arbor, MI.
Blair RichardsCenter for Human Growth and Development, University of Michigan, Ann Arbor, MI.
Julie C LumengDivision of Developmental Behavioral Pediatrics, Department of Pediatrics, Medical School, University of Michigan, Ann Arbor, MI; Center for Human Growth and Development, University of Michigan, Ann Arbor, MI; Department of Nutritional Sciences, School of Public of Health, University of Michigan, Ann Arbor, MI.

Funding

Developmental Trajectories of Late Preterm Infants Using an Ecological FrameworkK08HD078506 · NICHD · UNIVERSITY OF MICHIGAN AT ANN ARBOR · PI SHAH, PRACHI EDLAGAN · 2015 to 2018
$604k
NICHD NIH HHS K08 HD078506
6 · The paper itself

Abstract

objectiveTo examine the association of gestational age with school readiness in kindergarten reading and math skills. We hypothesized that compared with infants born at 39-41 weeks, infants born at lower gestational ages would have poorer school readiness. STUDY

designThe study sample comprised 5250 children from the Early Childhood Longitudinal Study, Birth Cohort, assessed with specialized reading and math assessments at kindergarten. Poor school readiness was characterized by reading and math theta scores ≥1.5 SD below the sample mean. The aOR and 95% CI of poor school readiness were estimated using multivariate logistic regression, examining gestational age continuously and categorically (very preterm [VPT], moderate/late preterm [M/LPT], early term [ET], and term). Pairwise comparisons were performed to test for differences by gestational age category.

resultsThere was an association between gestational age and poor school readiness for reading and math, with the suggestion of a threshold effect in children born at ≥32 weeks gestation. In adjusted models, in VPT infants, the aORs of poor school readiness in reading and math were 2.58 (95% CI, 1.29-5.15) and 3.38 (95% CI, 1.66-6.91), respectively. For infants born M/LPT and ET, the odds of poor school readiness in reading did not differ from those of children born full-term, however.

conclusionsCompared with term infants, the highest odds of poor school readiness in reading and math were seen in VPT infants, with lower odds of poor school readiness in children born at ≥32 weeks gestation. Ongoing developmental surveillance before kindergarten is indicated for VPT infants.

Indexed as

Gestational AgeChild DevelopmentChild, PreschoolDevelopmental DisabilitiesFemaleHumansInfantInfant, NewbornInfant, PrematureLongitudinal StudiesMaleMathematicsReadingSchoolsgestational agekindergartenpreterm infantreading, mathschool readiness

Identifiers

PMID27470694
PMCPMC5085846

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.