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Gestational age, parent education, and education in adulthood
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| 2 |
Associations between language difficulties, peer victimization, and bully perpetration from 3 through 8 years of age : results From a population-based study
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Performance of the German version of the PARCA-R questionnaire as a developmental screening tool in two-year-old very preterm infants
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In: ISSN: 1932-6203 ; PLOS ONE, Vol. 15, No 9 (2020) P. e0236289 (2020)
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Hippocampal subfield volumes are nonspecifically reduced in premature‐born adults
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In: Hum Brain Mapp (2020)
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Hippocampal subfield volumes are nonspecifically reduced in premature‐born adults
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| 6 |
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
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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
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Head growth and intelligence from birth to adulthood in very preterm and term born individuals
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Resilienz im Vorschulalter: wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren?
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In: Zeitschrift für Familienforschung ; 24 ; 2 ; 148-159 ; Frühe Förderung in der Familie (2015)
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A parent questionnaire for developmental screening in infants born late and moderately preterm
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Effects of gestational age at birth on cognitive performance : a function of cognitive workload demands
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Resilienz im Vorschulalter: Wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren? ...
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Resilience in preschool children : to what degree can a stimulating home literacy environment compensate biological and socio-cultural adversity?
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Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment
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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.
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Keyword:
RJ Pediatrics
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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
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Specific language difficulties and school achievement in children born at 25 weeks of gestation or less
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