Children Who were Very Low Birthweight: Cognitive Abilities and Classroom Behavior at Five Years of Age

Klein, Nancy

doi:10.1177/002246698802200107

Cited by 55 publications

(46 citation statements)

References 44 publications

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“…3637 Very low birthweight infants remain a high-risk group for poor school performance, as only 50% do satisfactorily in school, 40% may need to repeat grades, and 20% may need special educational classes.38'39 The long-term developmental and educational outcomes of surviving very low birthweight infants are also compounded by low socioeconomic status. 30,33,[37][38][39][40] Poverty places an excessively high burden on infant health. 'l l2l440 Lowsocioeconomic-status families have a high incidence of infant mortality, low-birthweight births, and very low birthweight births compared with families of higher socioeconomic status.8"11 [41][42][43] Indeed, it has been proposed that reduction of social class differences could prevent over 50% of postneonatal deaths, as well as a significant number of perinatal deaths.…”

Section: Costsmentioning

confidence: 99%

Neonatal technology, perinatal survival, social consequences, and the perinatal paradox.

Kliegman¹

1995

Am J Public Health

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Exogenous surfactant therapy for premature infants with respiratory distress syndrome has had a significant impact on infant mortality and on some complications of prematurity. Yet the total number of low-birthweight infants has not declined, resulting in a high-risk population who would require surfactant therapy and long-term child care. Surviving low-birthweight infants (despite surfactant therapy) remain at risk for the consequences of premature birth, such as neurosensory impairment, cerebral palsy, and chronic lung disease. In addition, because of the close association between poverty and low birthweight, surviving premature infants are at increased risk for the new morbidities such as violence, homelessness, child abuse and neglect, and addictive drug use. A goal should be to reduce the risk of being born with a low birthweight, rather than having to treat the consequences of premature gestation. Despite the marvelous advances that permit us to treat respiratory distress syndrome, the continuing high low-birthweight rate places a significant strain on our health care system. The goal should be redirected to identifying large population-based efforts to reduce the number of low-birthweight infants.

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Section: Costsmentioning

confidence: 99%

Neonatal technology, perinatal survival, social consequences, and the perinatal paradox.

Kliegman¹

1995

Am J Public Health

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“…3-0.7 (White, 1982), and evidence has suggested that SES is predictive both of decoding single words and non-words, as well as reading comprehension (Bowey, 1995;Hecht et al, 2000;Raz & Bryant, 1990). Although SES is most commonly indexed using education, occupation, and income (Ensminger & Fothergill, 2003), many other factors vary systematically with SES (Barnett, 1998; BrooksGunn, Klebanov, & Duncan, 1996;Hawley & Disney, 1992;Jackson, Brooks-Gunn, Huang, & Glassman, 2000;Klein, Hack, & Breslau, 1989;Korenman, Miller, & Sjaastad, 1995;Leventhal & Brooks-Gunn, 2003b;McCormick, 1989;Needleman, Schell, Bellinger, Leviton, & Allred, 1990;Ramey & Ramey, 1998) and are likely to play a role in creating and sustaining the SES gap in cognitive performance and achievement (Bornstein & Bradley, 2003). For this reason the association between SES and reading ability is likely to be multifactorial.…”

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confidence: 99%

“…One child suffered a head injury involving loss of consciousness for several hours. Because physical and mental health factors could account for SES differences in cognitive performance (Hawley & Disney, 1992;Klein et al, 1989;McCormick, 1989;Needleman et al, 1990), analyses will be presented below both including and excluding children with medical or psychiatric histories. …”

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confidence: 99%

Socioeconomic background modulates cognition–achievement relationships in reading

Noble

Farah

McCandliss

2006

Cognitive Development

189

135

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Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors. KeywordsCognition; Socioeconomic status; Phonological awareness; Reading; Language Many factors contribute to individual differences in early childhood reading ability. To optimize reading education strategies, we must understand how these factors relate to and interact with each other in the development of reading skills. Extensive literatures have addressed both the cognitive and social correlates of reading development. Sociological research has provided insights into the relationship between reading achievement and a child's socioeconomic background, whereas the traditions of cognitive and educational psychology have largely focused on the cognitive precursors to reading ability. However, although a number of studies have examined the distinct associations of either socioeconomic status (SES, e.g. R.H. Bradley, Corwyn, Burchinal, Pipes McAdoo, & Garcia Coll, 2001;White, 1982;Whitehurst, 1997) or phonological awareness (PA, e.g. Adams, 1990;L. Bradley & Bryant, 1983;Wagner & Torgesen, 1987) with reading development, surprisingly few have considered these two factors together (Bowey, 1995;Hecht, Burgess, Torgesen, Wagner, & Rashotte, 2000;Raz & Bryant, 1990), and none has examined how a child's social background may interact with PA in predicting reading ability. Such approaches implicitly make strong assumptions about the independence of these two factors. Here we hypothesize that these two factors are not independent, but rather, that a child's background and experiences are likely to directly interact with the cognitive precursors to reading. This "Multiplicative Factors NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptHypothesis," outlined below, predicts that the relationship between PA and reading achievement will be systematically modulated by SES.SES is strongly associated with many measures of childhood cognitive and academic achievement, including IQ (Liaw & Brooks-Gunn, 1994;Smith, Brooks-Gunn, & Klebanov, 1997), achievement test scores (Brooks-Gunn, Guo, & Furstenberg, 1993), grade retentions and functional literacy (Baydar, Brooks-Gunn, & Furstenberg, 1993). These effects are typically quite substan...

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“…Areas of cognitive functioning that are particularly affected by VLBW include motor and visual-motor skills, attention and executive function, verbal list learning, and mathematics achievement (Goyen et al, 1998;Harvey, O'Callaghan, & Mohay, 1999;Herrgard, Luoma, Tuppurainen, Karjalainen, & Martikainen, 1993;Klein, Hack, & Breslau, 1989;Mutch, Leyland, & McGee, 1993;Selzer, Lindgren, & Blackman, 1992;Taylor, Klein, Minich, & Hack, 2000a, 2000bTaylor, Minich, Klein, & Hack, 2002). A small number of studies have found deficits in these domains even when covarying for IQ.…”

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confidence: 99%

Sources of Variability in Sequelae of Very Low Birth Weight

Taylor

Burant²,

Holding³

et al. 2002

Child Neuropsychology

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Few investigations have examined the specificity of sequelae of very low birth weight (VLBW, <1500 g) or sources of variability in outcome. To better understand the nature and determinants of outcome, we assessed neuropsychological and achievement skills at mean age 11 years in 62 children with <750 g birth weight, 54 with 750-1499 g birth weight, and 66 term-born controls. Distinct cognitive constructs were identified by factor analysis, and the three birthweight groups were compared on these constructs and on composite measures of achievement. Although the group with <750 g birth weight performed less well on all tests than term-born controls, group differences in a perceptual planning factor and in mathematics remained even when IQ was controlled, and deficits were more pronounced in mathematics than in reading. Results from structural equation modeling were consistent with the hypothesis that neuropsychological skills mediated the relationship between birth weight and achievement. The findings confirm the differential deficit hypothesis, support the need to consider multiple sources of variability in VLBW outcomes, and highlight the importance of neuropsychological constructs in developing an explanatory framework.

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Children Who were Very Low Birthweight: Cognitive Abilities and Classroom Behavior at Five Years of Age

Cited by 55 publications

References 44 publications

Neonatal technology, perinatal survival, social consequences, and the perinatal paradox.

Neonatal technology, perinatal survival, social consequences, and the perinatal paradox.

Socioeconomic background modulates cognition–achievement relationships in reading

Sources of Variability in Sequelae of Very Low Birth Weight

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