Functioning at School Age of Moderately Preterm Children Born at 32 to 36 Weeks' Gestational Age

Baar, Anneloes L. van; Vermaas, John; Knots, E.; Kleine, Martin J. K. de; Soons, P. H. G. M.

doi:10.1542/peds.2008-2315

Cited by 239 publications

(220 citation statements)

References 13 publications

Supporting

Mentioning

178

Contrasting

Unclassified

Order By: Relevance

“…Unlike previous studies (Cherkes-Julkowski 1998;Caravale et al 2005;Chyi et al 2008;Pritchard et al 2009;Van Baar et al 2009), no general learning disorders emerge, which were shown at preschool age, but the difficulties of some cognitive skills that may lead to "school failure".…”

Section: Discussioncontrasting

confidence: 73%

“…European and international literature dealing with severely preterm birth (gestational age, <28 weeks or low birth weight <1,500 g; Taylor et al 2000;Bhutta et al 2002;McGrath & Sullivan 2002;O'Keeffe et al 2003;Marlow 2004;Mulder et al 2009;Biasini et al 2012) and moderately preterm birth (gestational age, <34/5 weeks and weight <2,500/>1,500 g; Chyi et al 2008;Huddy et al 2001;Van Baar et al 2009;Heinonen et al 2010) have defined a specific background of the likely configurations of disadaptive functioning with regards to cognitive, emotional, and behavioral fields, which characterize the developmental paths of preterm children. The probability that such configurations could be detected at preschool age as precursors of real learning disabilities and school failure has already been claimed by the authors of this article in a previous research project Perricone et al 2012a, b).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, further studies on psychological functioning of preterm children at school age (Cherkes-Julkowski 1998; Caravale et al 2005;Chyi et al 2008;Pritchard et al 2009;Van Baar et al 2009) have shown that even moderately preterm children display poor school performance-usually math delayed (Johnson & Breslau 1999;Litt et al 2005;Saigal et al 2000)-have reading and writing difficulties (Chyi et al 2008;Pritchard et al 2009), as well as learning disabilities at school age (Winchester et al 2009). Preterm children, in fact (32-34 week gestational age), are infants born without any medical or neurological morbidity and are a healthy perinatal group.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

School readiness of moderately preterm children at preschool age

2012

View full text Add to dashboard Cite

The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age062 months, mean gestational age034.6 weeks), without any clinical neonatal complications, and low birth weight (M02,100 g, SD0350 g); a control group made up of 55 full-term children without pre-and perinatal complications. The children's primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 en2055) 035, p00.04, r00.49] are statistically lower, other cognitive skills (memory, orientation, and visual-motor coordination) [U (n1en2055) 032, p00.02, r0 0.45], premathematics [U (n1en2055) 032, p00.02, r00.44], and the total score [U (n1en2055) 0 31, p00.02, r00.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.

show abstract

Section: Discussioncontrasting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

School readiness of moderately preterm children at preschool age

2012

View full text Add to dashboard Cite

show abstract

“…Attention skills have been regularly reported to be impaired in children and adolescents who were born very preterm (gestational age at birth <32 weeks) (3)(4)(5)(6). In contrast, findings are inconsistent for children born moderately or late preterm (gestational age at birth between 32 and 36 weeks) (3,(7)(8)(9)(10).…”

Section: Introductionmentioning

confidence: 99%

Attention problems in relation to gestational age at birth and smallness for gestational age

Eryigit-Madzwamuse

Wolke

2015

Early Human Development

View full text Add to dashboard Cite

Abstract-word count: 243 Main text-word count: 2902Eryigit-Madzwamuse, S., & Wolke, D. (2015). Attention problems in relation to gestational age at birth and smallness for gestational age. Early Human Development, 91(2), 131-138. doi:http://dx.doi.org/10.1016/j.earlhumdev.2015.01.004Attention problems and gestational age 2 AbstractBackground: While it is well established that very preterm birth (gestational age at birth<32 weeks) is related to increased attention problems, there is still considerable uncertainty of the effects of moderate or late preterm birth or smallness for gestational age (SGA) on attention regulation. Aims:To investigate the impact of gestational age at birth and SGA, birth on child attention problems.Study design: Prospective longitudinal cohort study. Subjects: A total of 1435 children sampled from the Bavarian Longitudinal Study (BLS).Outcome measures: Main outcome variables were parent-reported attention problems and examiner-reported attention skills at 6 and 8 years. Predictors were linked to attention outcomes using hierarchical regression analyses. Results:Gestational age at birth ranged from 25 weeks to 41 weeks. We found a quadratic effect of gestational age on attention problems (β6years=0.161, 95% CI= 0.085; 0.236; β8years= 0.211, 95% CI= 0.135; 0.287), and attention skills at 6 and 8 years (β6years= -0.178, 95% CI= -0.252; -0.104; β8years= -0.169, 95% CI= -0.243; -0.094). Elective caesarean birth did not predict child attention. In adjusted models, SGA was an additional risk factor for attention problems ((β=0.080, 95% CI= 0.026; 0.134), and attention skills (β= -0.091, 95% CI=-0.143; -0.039) at 6 years but not at 8 years after adjusting for child sex and family SES. Conclusion:Adverse effects on attention are disproportionately higher at early gestations. In contrast, the impact of SGA status was found to be similar at all gestational ages but disappeared by 8 years.

show abstract

“…la mayoría de los estudios señala que los prematuros no extremos presentan prevalencias de déficit del desarrollo y dificultades de aprendizaje superiores a los rnt, con mayor compromiso en el área cognitiva [30][31][32][33][34][35] . estudios recientes nos alertan además sobre una elevada prevalencia de problemas en la esfera de la salud mental, como trastornos emocionales, problemas del comportamiento y Síndrome de Déficit atencional, aspectos que podrían contribuir al menor rendimiento académico [36][37][38][39] .…”

Section: Morbi-mortalidad De Los Prematuros Tardíosunclassified

Prematuros tardíos: un grupo de riesgo de morbilidad a corto y largo plazo

2012

Rev. chil. pediatr.

View full text Add to dashboard Cite

Functioning at School Age of Moderately Preterm Children Born at 32 to 36 Weeks' Gestational Age

Cited by 239 publications

References 13 publications

School readiness of moderately preterm children at preschool age

School readiness of moderately preterm children at preschool age

Attention problems in relation to gestational age at birth and smallness for gestational age

Prematuros tardíos: un grupo de riesgo de morbilidad a corto y largo plazo

Contact Info

Product

Resources

About