Reading and math abilities of Finnish school beginners born very preterm or with very low birth weight
Reading and math abilities of Finnish school beginners born very preterm or with very low birth weight
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DOI：
10.1016/j.lindif.2017.01.022
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发表时间：
2017-02-01
影响因子：
3.6
通讯作者：
Rautava, Paeivi
中科院分区：
文献类型：
--
作者：
Alanko, Outi;Niemi, Pekka;Rautava, Paeivi
阅读和数学技能的早产儿（出生体重1500克或胎龄：532周）的儿童和足月（FT）的儿童进行了比较，在第一周的等级1。研究对象为2001年至2006年出生的194名早产儿和175名FT儿童。FT儿童中早熟阅读者多于早产儿，但早产儿的表现也接近全国常模。非阅片者之间的FT和早产儿组差异较小，只有快速命名显示出显著差异。数学成绩显示出稳定的差异，有利于FT学生和差异是持续在全面的智商控制。主要的脑病理学增加了学习能力差的可能性，但相对于胎龄，出生体重较低并没有增加。令人惊讶的是，母亲的教育与入学准备技能无关。(C)2017爱思唯尔公司All rights reserved.
Reading and math skills of preterm born (birth weight 1500 g or gestational age:532 weeks) children and full term (FT) children were compared during the first weeks of grade 1. The participants were 194 preterm born and 175 FT children born between 2001 and 2006.There were more precocious readers among FT than among preterm students, but even the latter performed close to the national norm. FT and preterm group differences among non-readers were minor with only rapid naming showing a robust difference. Math performance showed a stable difference in favor of FT students and the difference was sustained in the full-scale IQcontrol. Major brain pathology increased the likelihood of poor scholastic skills, but lower birth weight relative to gestational age did not. Somewhat surprisingly, maternal education was not associated with school readiness skills. (C) 2017 Elsevier Inc. All rights reserved.