Mathematics difficulties in children born very preterm: current research and future directions

Simms, Victoria; Cragg, Lucy; Gilmore, Camilla; Marlow, Neil; Johnson, Samantha

doi:10.1136/archdischild-2013-303777

Cited by 50 publications

(58 citation statements)

References 73 publications

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“…Also contrary to expectation,5 the gradient of difficulties was most obvious in reading and writing and there was no such gradient in mathematics, which may have been expected to show the greatest differences, extrapolating from studies reporting outcomes at older ages. The authors also report high achievers who, as one might expect, are the reciprocal of the poor achievers but are much less frequent.…”

contrasting

confidence: 83%

Late preterm and early term children: the early years at school

Marlow¹

2014

Arch Dis Child Fetal Neonatal Ed

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contrasting

confidence: 83%

Late preterm and early term children: the early years at school

Marlow¹

2014

Arch Dis Child Fetal Neonatal Ed

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“…These results are commensurate with previous studies which show that mathematics difficulties are especially common among children born preterm. [14,39] The excess of mathematics difficulties in this population has been associated with domain-general cognitive deficits, in particular with deficits in working memory, executive function and visuo-spatial processing. [16,40] Indeed visuo-spatial processing, sensori-motor integration and executive function were significantly poorer in EP children with ID or LD than those with IQ and attainment in the average range.…”

Section: Discussionmentioning

confidence: 99%

“…There is also evidence of an increased risk for specific LD in these populations where discrepancy based definitions are applied, the most frequent of which are mathematics learning difficulties (MLD) [7,8,10,13]. In contrast to reading and literacy, group differences in mathematics attainment are frequently not accounted for by low IQ [5,6,10,14]. Other neuropsychological processes such as attention, executive function, sensori-motor and visuo-spatial skills contribute to scholastic attainment in typically developing and preterm children [7,10,[15][16][17][18] and may be core cognitive deficits in this population [19][20][21].…”

Section: Extremely Preterm Birth (Ep; <26mentioning

confidence: 99%

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

Johnson

Strauss

Gilmore

et al. 2016

Early Human Development

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Wolke, Dieter. (2016) Learning disabilities among extremely preterm children without neurosensory impairment : comorbidity, neuropsychological profiles and scholastic outcomes. Early Human Development, 103 . pp. 69-75. Permanent WRAP URL:http://wrap.warwick.ac.uk/80949 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription.

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“…Thus, it will be important to assess how other, more complex skills develop in these children, such as selecting and applying the most appropriate math strategy to different problems. In their review, Simms et al 26 suggested that it may be these latter, more complex skills that pose the greatest challenge for VPT children. With respect to the observations that rates of language and reading delay appeared to increase with age and curricular demand, this is in line with results from a recent study examining the linguistic performance of 4-to 6-year-old and 6-to 12-year-old children, which found that VPT children tend to do well in early linguistics but experience more difficulties in complex than simple word reading at older ages.…”

Section: Discussionmentioning

confidence: 99%

Identifying Very Preterm Children at Educational Risk Using a School Readiness Framework

et al. 2014

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Article is available for free via the provided URL.OBJECTIVES: Children born very preterm (VPT) are at high risk of educational delay, yet few guidelines exist for the early identification of those at greatest risk. Using a school readiness framework, this study examined relations between preschool neurodevelopmental functioning and educational outcomes to age 9 years. METHODS: The sample consisted of a regional cohort of 110 VPT (?32 weeks? gestation) and 113 full-term children born during 1998?2000. At corrected age 4 years, children completed a multidisciplinary assessment of their health/motor development, socioemotional adjustment, core learning skills, language, and general cognition. At ages 6 and 9, children?s literacy and numeracy skills were assessed using the Woodcock-Johnson III Tests of Achievement. RESULTS: Across all readiness domains, VPT children were at high risk of delay/impairment (odds ratios 2.5?3.5). Multiple problems were also more common (47% vs 16%). At follow-up, almost two-thirds of VPT children were subject to significant educational delay in either literacy, numeracy or both compared with 29% to 31% of full-term children (odds ratios 3.4?4.4). The number of readiness domains affected at age 4 strongly predicted later educational risk, especially when multiple problems were present. Receiver operating characteristic analysis confirmed ?2 readiness problems as the optimal threshold for identifying VPT children at educational risk. CONCLUSIONS: School readiness offers a promising framework for the early identification of VPT children at high educational risk. Findings support the utility of ?2 affected readiness domains as an effective criterion for referral for educational surveillance and/or additional support during the transition to school.publishersversionPeer reviewe

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Mathematics difficulties in children born very preterm: current research and future directions

Cited by 50 publications

References 73 publications

Late preterm and early term children: the early years at school

Late preterm and early term children: the early years at school

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes

Identifying Very Preterm Children at Educational Risk Using a School Readiness Framework

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