Academic Outcomes of School-Aged Children Born Preterm: A Systematic Review and Meta-analysis.

ABSTRACT: Importance:Children born preterm are at an elevated risk of academic underachievement. However, the extent to which performance across domain-specific subskills in reading and mathematics is associated with preterm birth remains unclear. Objective:To conduct a systematic review and meta-analysis of academic outcomes of school-aged children born preterm, compared with children born at term, appraising evidence for higher- and lower-order subskills in reading and mathematics. Data Sources:PubMed/MEDLINE, PsycINFO, and the Cumulative Index of Nursing and Allied Health Literature electronic databases from January 1, 1980, to July 30, 2018, were searched for population, exposure, and outcome terms such as child (population), preterm birth (exposure), and education* (outcome). Study Selection:Pe

SUBMITTER: McBryde M 

PROVIDER: S-EPMC7125435 | biostudies-literature | 2020 Apr

REPOSITORIES: biostudies-literature