ArticleNeuropsychology2018
Effects of extreme prematurity and kindergarten neuropsychological skills on early academic progress.
Article in Neuropsychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Social-environmental moderators of neurodevelopmental outcomes in youth born preterm: A systematic review.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2021Pooled it
- Early development and school readiness in very preterm children.Frontiers in pediatrics · 2026Article
- Is temperament associated with academic school readiness in children born very preterm?Early education and development · 2025Article
- School Readiness in 4-Year-Old Very Preterm Children.Children (Basel, Switzerland) · 2022Article
- Neurobehavioral Phenotype and Dysexecutive Syndrome of Preterm Children: Comorbidity or Trigger? An Update.Children (Basel, Switzerland) · 2022Review
- Cognitive functions mediate the effect of preterm birth on mathematics skills in young children.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2020Article
- Resilience in Extremely Preterm/Extremely Low Birth Weight Kindergarten Children.Journal of the International Neuropsychological Society : JINS · 2019Article
- Associations of Attention Deficit Hyperactivity Disorder (ADHD) at School Entry with Early Academic Progress in Children Born Prematurely and Full-Term Controls.Learning and individual differences · 2019Article
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
objectiveThe 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.
methodA 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.
resultsThe 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.
conclusionsThe 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).
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