Academic Achievement Deficits and Their Neuropsychological Correlates in Children Born Extremely Preterm.

ABSTRACT:

Objective

The purpose of this study was to examine the risks associated with learning disabilities (LDs) in a large sample of children born extremely preterm. We predicted higher than expected rates of LD, particularly in math, and children with LD in math, reading, or both would have lower intelligence quotients (IQs) and specific patterns of neuropsychological deficits.

Methods

We evaluated academic achievement, rates of LD, and their neuropsychological correlates in the Extremely Low Gestational Age Newborns (ELGANs) Study cohort of 10-year-old children born at 23 to 27 weeks gestational age. Primary analyses focused on children without intellectual disability (verbal IQ > 70 and nonverbal IQ > 70; N = 668). Low achievement was defined as a standard score ≤85 on the readi

SUBMITTER: Akshoomoff N 

PROVIDER: S-EPMC5646684 | biostudies-literature | 2017 Oct

REPOSITORIES: biostudies-literature