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Increased risk of learning disabilities in low birth weight boys at age 11 years
1Department of Psychiatry, Henry Ford Health Sciences Center, Detroit, Michigan 48202, USA.
Insights
Low birth weight increases the risk of reading and math disabilities in boys, but not girls. This finding applies across the full spectrum of low birth weight and warrants further investigation.
Area of Science:
- Developmental Psychology
- Pediatric Neurology
- Educational Psychology
Background:
- Limited research exists on learning disabilities in low birth weight (LBW) children, particularly those not in the very LBW category.
- Previous studies have primarily focused on very low birth weight (<1500g) populations.
- The impact of LBW across the entire spectrum on learning disabilities requires further examination.
Purpose of the Study:
- To test the hypothesis that low birth weight elevates the risk for reading and math disabilities.
- To investigate potential sex differences in the association between low birth weight and learning disabilities.
- To assess the risk of learning disabilities associated with low birth weight across its full range.
Main Methods:
- Longitudinal study of low birth weight (LBW) and normal birth weight children, assessed at ages 6 and 11.
- Exclusion of children with known neurological impairments.
- Utilized Wechsler Intelligence Scale for Children--Revised and Woodcock-Johnson Psycho-Educational Battery--Revised for learning disability assessment in children with IQs ≥85.
Main Results:
- Low birth weight demonstrated a significant association with increased risk for reading disability (OR=3.3) and math disability (OR=6.5) in male children.
- No increased risk of learning disabilities was observed in female children.
- This increased risk in males was consistent across the entire range of low birth weight and in both urban and suburban settings.
Conclusions:
- The impact of low birth weight on learning disabilities appears to be sex-specific, primarily affecting male children.
- This finding aligns with existing research suggesting greater male vulnerability to perinatal complications.
- Further research is needed to replicate and elucidate the mechanisms behind this sex-specific effect.
Background:
Few studies have examined learning disabilities among low birth weight (< or =2500 g) children, and those that have, have focused on very low birth weight children (<1500 g). We tested the hypothesis that low birth weight increases the risk of reading and math disabilities, examined possible sex differences in the effect of low birth weight, and assessed risk across the entire range of low birth weight.
Methods:
Low birth weight and normal birth weight children were randomly selected from the 1983-1985 newborn lists of an urban and a suburban hospital in southeast Michigan. Children with neurological impairments were excluded. Children were evaluated at age 6 years and at age 11 years. Of the 823 children in the initial assessment, 717 (87.1%) participated in the second assessment. The Wechsler Intelligence Scale for Children--Revised and the Woodcock-Johnson Psycho-Educational Battery--Revised were used to identify children with learning disabilities. Learning disabilities were estimated in 574 children with IQs of > or =85.
Results:
Low birth weight was associated with increased risk for reading and math disability in male children (odds ratio = 3.3 and odds ratio = 6.5, respectively) but not in female children. The increased risk of learning disabilities among male children applied to the entire range of low birth weight and was observed in both the urban and suburban communities.
Conclusions:
The effect of low birth weight on learning disabilities appears to be specific to male children. Although this sex-specific effect is consistent with previous findings of a greater vulnerability of male children to pregnancy and birth complications, it remains to be replicated and clarified.