Children Who Were Very Low Birth Weight: Development and Academic Achievement at Nine Years of Age
Children Who Were Very Low Birth Weight: Development and Academic Achievement at Nine Years of Age
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出生体重极低的儿童：九岁时的发育和学业成绩
DOI：
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发表时间：
1989
影响因子：
2.4
通讯作者：
N. Breslau
中科院分区：
文献类型：
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作者：
N. Klein;M. Hack;N. Breslau
出生于极低出生体重（VLBW）（≤1500 g）的儿童是现代新生儿重症监护的受益者，他们正在进入童年中期，他们的学习成绩可以评估。我们比较了65名出生于1976年的9岁儿童，他们出生体重非常低，没有神经功能障碍，与65名出生体重正常的儿童进行了种族，性别，年龄和社会阶层的智商，认知，视觉运动和精细运动能力以及学业成绩的测量。VLBW儿童在WISC-R、Bender-Gestalt、Purdue Pegboard、Woodcock约翰逊认知能力成套测验的子测验以及阅读和数学成绩上的得分显著低于对照组。对43名极低出生体重儿和智商分数≤85的对照组进行的探索性分析得出了类似的趋势，除了在成绩测试中，只有数学成绩有显著差异外，进一步的分析表明，极低出生体重儿和对照组儿童之间的数学成绩差异并不完全归因于智商的差异。
Children born at very low birth weights (VLBW) (≤1500 g) who were beneficiaries of modern neonatal intensive care are reaching middle childhood, and their school achievement can be evaluated. We compared 65 9-year-old children born in 1976, who were very low birth weight and who were free of neurological impairment, with 65 children of normal birth weight who had been matched for race, sex, age, and social class on measures of IQ, cognitive, visuo-motor, and fine motor abilities, and academic achievement. VLBW children scored significantly lower than controls on the WISC-R, Bender-Gestalt, Purdue Pegboard, subtests from the Woodcock Johnson Cognitive Abilities Battery, and reading and mathematics (math) achievement. Exploratory analysis of a subset of 43 VLBW and matched controls with IQ scores ≤85 yielded a similar trend, except that, on achievement tests, differences were significant only in math. Further analyses revealed that the differential in math achievement between VLBW and control children is not fully attributable to differences in IQ.