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RESEARCH PRODUCT
Reading and math abilities of Finnish school beginners born very preterm or with very low birth weight
Jari-erik NurmiTiina TurunenPekka NiemiJaakko MatomäkiLiisa LehtonenPäivi RautavaPetriina MunckLeena HaatajaOuti Alankosubject
NEUROBEHAVIORAL OUTCOMESSocial Psychology515 PsychologyBirth weightNEUROPSYCHOLOGICAL OUTCOMESeducationVery low birth weightAcademic achievement3124 Neurology and psychiatryEducationDevelopmental psychology03 medical and health sciencesPREREADING SKILLS0302 clinical medicine3123 Gynaecology and paediatrics030225 pediatricsACADEMIC-ACHIEVEMENTDevelopmental and Educational PsychologymedicineCognitive developmentVery Preterm Birthta516AUTOMATIZED NAMING RANta5154. Educationta118405 social sciences3112 Neurosciences050301 educationGestational agepreterm birthbirth weightLEARNING-DISABILITIESLow birth weightmath skillsCOGNITIVE-DEVELOPMENTLearning disabilityRISK-FACTORSGestationreading skillsschool readinessmedicine.symptomFOLLOW-UPPsychologyCHILDREN BORN0503 educationVery preterm birthdescription
Reading and math skills of preterm born (birth weight 1500 g or gestational age:532 weeks) children and full term (FT) children were compared during the first weeks of grade 1. The participants were 194 preterm born and 175 FT children born between 2001 and 2006. There were more precocious readers among FT than among preterm students, but even the latter performed close to the national norm. FT and preterm group differences among non-readers were minor with only rapid naming showing a robust difference. Math performance showed a stable difference in favor of FT students and the difference was sustained in the full-scale IQcontrol. Major brain pathology increased the likelihood of poor scholastic skills, but lower birth weight relative to gestational age did not. Somewhat surprisingly, maternal education was not associated with school readiness skills. (C) 2017 Elsevier Inc. All rights reserved. Peer reviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-02-01 | Learning and Individual Differences |