Effects of extreme prematurity and kindergarten neuropsychological skills on early academic progress.
Effects of extreme prematurity and kindergarten neuropsychological skills on early academic progress.
复制标题
极端早产和幼儿园神经心理学技能对早期学业进步的影响。
DOI：
10.1037/neu0000434
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发表时间：
2018
期刊：
影响因子：
2.4
通讯作者：
Hack,Maureen
中科院分区：
文献类型：
--
作者：
Taylor,HGerry;Klein,Nancy;Espy,KimberlyA;Schluchter,Mark;Minich,Nori;Stilp,Rebecca;Hack,Maureen
本研究旨在探讨极早产对学龄前儿童学业成就成长的影响以及幼儿园神经心理学技能作为成绩预测因子的有效性。方法收集2001-2003年同一医学中心145名极早产/极低出生体重(EPT/ELBW)儿童和111名正常出生体重(NBW)儿童的出生队列，并在接下来的两年里每年对其进行跟踪调查。结果EPT/ELBW组在历年的所有成就测试中的得分均显著低于NBW对照组，并且特殊教育安置和年级重复率较高。尽管EPT/ELBW组在拼写方面追赶NBW对照组的能力有限，但两组的差异总体上是稳定的。在控制整体智力或排除有智力或神经感觉障碍或重读某一年级的儿童时，拼写和数学成绩方面的差异仍然显著。在幼儿园的多个神经心理能力领域测试中得分较高，预示着成就水平更高，成就增长更陡峭。结论这一发现表明，EPT/ELBW儿童在学龄前几年一直存在学习缺陷。结果表明，学龄前干预措施的必要性，以提高学习准备，并表明，在幼儿园评估的神经心理技能有助于识别早期学习进展中的个体差异。(心理信息数据库记录(C)2018年APA，版权所有)
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)