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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 Maternal education and language development at 2 years corrected age in children born very preterm: results from a European population-based cohort study Sentenac, Mariane; Johnson, Samantha; Charkaluk, Marie-Laure... In: ISSN: 0143-005X ; EISSN: 1470-2738 ; Journal of Epidemiology and Community Health ; https://www.hal.inserm.fr/inserm-02504009 ; Journal of Epidemiology and Community Health, BMJ Publishing Group, 2020, pp.jech-2019-213564. ⟨10.1136/jech-2019-213564⟩ (2020) BASE Show details 2 Maternal education and language development at 2 years corrected age in children born very preterm: results from a European population-based cohort study Sentenac, Mariane; Johnson, Samantha; Charkaluk, Marie-Laure. - : BMJ Publishing Group Ltd, 2020 BASE Show details 3 Performance of the German version of the PARCA-R questionnaire as a developmental screening tool in two-year-old very preterm infants Picotti, Eleonora; Bechtel, Nina; Latal, Beatrice... In: ISSN: 1932-6203 ; PLOS ONE, Vol. 15, No 9 (2020) P. e0236289 (2020) BASE Show details 4 Standardisation of the Parent Report of Children’s Abilities-Revised (PARCA-R): a norm-referenced assessment of cognitive and language development at 2 years of age Johnson, Samantha; Bountziouka, Vasiliki; Brocklehurst, Peter. - : Elsevier, 2019 BASE Show details 5 Standardisation of the Parent Report of Children's Abilities–Revised (PARCA-R) : a norm-referenced assessment of cognitive and language development at age 2 years Johnson, Samantha; Bountziouka, Vasiliki; Brocklehurst, Peter. - : Elsevier, 2019 BASE Show details 6 Reading Aloud, Play, and Social-Emotional Development Mendelsohn, Alan L.; Cates, Carolyn Brockmeyer; Weisleder, Adriana. - : American Academy of Pediatrics, 2018 BASE Show details 7 Differentiating the preterm phenotype: Distinct profiles of cognitive and behavioural development following late and moderately preterm birth. Johnson, Samantha; Waheed, Ghazala; Manktelow, Bradley N.. - : Elsevier, 2017 BASE Show details 8 Using the Bayley-III to assess neurodevelopmental delay: which cut-off should be used? Johnson, Samantha; Moore, T.; Marlow, N.. - : Nature Publishing Group for American Pediatric Society, European Society for Paediatric Research, International Pediatric Research Foundation, Society for Pediatric Research (SPR), European Paediatric Research Society (ESPR), 2015 BASE Show details 9 A parent questionnaire for developmental screening in infants born late and moderately preterm. Blaggan, Samarita; Guy, A.; Boyle, Elaine M.. - : American Academy of Pediatrics, 2015 BASE Show details 10 A parent questionnaire for developmental screening in infants born late and moderately preterm Blaggan, Samarita; Guy, Alexa; Boyle, Elaine M.. - : American Academy of Pediatrics, 2014 BASE Show details 11 Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment Johnson, Samantha J.; Wolke, Dieter; Hennessy, Enid M.; Marlow, Neil. - : Psychology Press, 2011 Abstract: This study assessed the impact of extremely preterm birth on academic attainment at 11 years of age, investigated neuropsychological antecedents of attainment in reading and mathematics, and examined early predictors of educational outcomes. Children born extremely preterm had significantly poorer academic attainment and a higher prevalence of learning difficulties than their term peers. General cognitive ability and specific deficits in visuospatial skills or phoneme deletion at 6 years were predictive of mathematics and reading attainment at 11 years in both extremely preterm and term children. Phonological processing, attention, and executive functions at 6 years were also associated with academic attainment in children born extremely preterm. Furthermore, social factors, neonatal factors (necrotizing enterocolitis, breech delivery, abnormal cerebral ultrasound, early breast milk provision), and developmental factors at 30 months (head circumference, cognitive development), were independent predictors of educational outcomes at 11 years. Neonatal complications combined with assessments of early cognitive function provide moderate prediction for educational outcomes in children born extremely preterm. Keyword: RJ Pediatrics URL: https://doi.org/10.1080/87565641.2011.540541 http://wrap.warwick.ac.uk/4142/ http://wrap.warwick.ac.uk/4142/1/WRAP_Wolke_educATIONAL_OUTCOMES.pdf BASE Hide details

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