The lingering academic deficits of low birth weight children
The lingering academic deficits of low birth weight children
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DOI：
10.1542/peds.2004-0069
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发表时间：
2004-10-01
期刊：
影响因子：
8
通讯作者：
Lucia, VC
中科院分区：
文献类型：
--
作者：
Breslau, N;Paneth, NS;Lucia, VC
Objective.评估低出生体重（LBW;小于或等于2500 g）对2个社会经济和种族不同、地理上确定的社区12年级阅读和数学学业成绩的影响。对1983-1985年出生的来自底特律市中心和附近中产阶级郊区的LBW和正常出生体重（NBW）儿童的代表性样本进行了纵向评估。Woodcock-Johnson心理教育成套测验修订后的阅读和数学标准化测试在11岁和17岁时进行（n = 773）。采用广义估计方程进行多元回归分析，评估LBW对考试成绩的独立影响。结果。与NBW儿童相比，LBW儿童在17岁时的学习成绩年龄标准化测试中表现出3至5分的缺陷，从11岁起一直持续变化不大。LBW相关的赤字在城市和郊区社区相似，并独立于家庭因素。在17岁时，LBW儿童在阅读和数学方面的得分低于标准化人群平均值的可能性比NBW儿童高50%。青少年期LBW相关的学业成绩缺陷主要是由LBW相关的一般认知能力缺陷（通过6岁时的智商测试测量）引起的。干预措施，以解决挥之不去的影响，LBW的收购核心学术技能在学年应集中在学龄前LBW儿童在内城和郊区社区。
Objective. To estimate the influence of low birth weight (LBW; less than or equal to2500 g) on academic achievement in reading and mathematics in 12th grade in 2 socioeconomically and racially disparate, geographically defined communities.Methods. Representative samples of LBW and normal birth weight (NBW) children who were born in 1983-1985 and were from the inner city of Detroit and nearby middle class suburbs were assessed longitudinally. Woodcock-Johnson Psycho-Educational Battery Revised standardized tests of reading and mathematics were used at ages 11 and 17 (n = 773). Multiple regression analysis applying generalized estimating equations was used to assess the independent effects of LBW on test scores.Results. Compared with NBW children, LBW children manifested deficits of 3 to 5 points in age-standardized tests of academic achievement at age 17 that had persisted with little change from age 11. LBW-related deficits were similar in urban and suburban communities and were independent of family factors. At age 17, LBW children were similar to50% more likely than NBW children to score below the standardized population mean in both reading and mathematics. The LBW-related deficits in academic achievement in adolescence were largely accounted for by LBW-related deficits in general cognitive abilities, measured by IQ tests at age 6.Conclusions. Interventions to address the lingering effects of LBW on the acquisition of core academic skills during the school years should focus on preschool LBW children in both inner city and suburban communities.