Related Experiment Video

Updated: Jun 5, 2026

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
19:15

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Published on: August 25, 2014

Educational outcomes in extremely preterm children: neuropsychological correlates and predictors of attainment

Samantha Johnson1, Dieter Wolke, Enid Hennessy

  • 1Department of Health Sciences, University of Leicester, Leicester, UK. sjj19@le.ac.uk

Developmental Neuropsychology
|January 22, 2011
PubMed

Insights

Extremely preterm birth significantly impacts academic achievement and learning difficulties. Early cognitive function and neonatal factors predict later educational outcomes in these children.

Area of Science:

  • Developmental Pediatrics
  • Neuroscience
  • Educational Psychology

Background:

  • Extremely preterm birth poses risks for long-term neurodevelopmental and academic outcomes.
  • Understanding early predictors is crucial for timely interventions in extremely preterm infants.

Purpose of the Study:

  • To assess the academic attainment of extremely preterm children at 11 years.
  • To identify neuropsychological antecedents of reading and mathematics attainment.
  • To examine early predictors of educational outcomes in this population.

Main Methods:

  • Longitudinal study assessing academic attainment at 11 years.
  • Neuropsychological assessments at 6 years (general cognition, visuospatial skills, phoneme deletion, phonological processing, attention, executive functions).
  • Analysis of early predictors including social, neonatal (necrotizing enterocolitis, breech delivery, cerebral ultrasound, breast milk), and developmental factors at 30 months.

Main Results:

  • Extremely preterm children showed poorer academic attainment and more learning difficulties than term-born peers.
  • General cognitive ability and specific deficits at 6 years predicted 11-year attainment in both groups.
  • Phonological processing, attention, and executive functions at 6 years were linked to academic outcomes in extremely preterm children.
  • Social, neonatal, and early developmental factors independently predicted educational outcomes.
  • Combined neonatal complications and early cognitive assessments moderately predicted educational outcomes.

Conclusions:

  • Extremely preterm birth is associated with significant challenges in academic achievement.
  • Early cognitive assessments and identification of neonatal complications can help predict educational trajectories.
  • Targeted interventions based on early predictors may improve outcomes for extremely preterm children.

More Related Videos

Preterm EEG: A Multimodal Neurophysiological Protocol19:32

Preterm EEG: A Multimodal Neurophysiological Protocol

Published on: February 18, 2012

Application of an Amplitude-integrated EEG Monitor (Cerebral Function Monitor) to Neonates05:58

Application of an Amplitude-integrated EEG Monitor (Cerebral Function Monitor) to Neonates

Published on: September 6, 2017

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
The Nativist Approach01:21

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...
Biological Influences on Intelligence01:30

Biological Influences on Intelligence

Intelligence is often thought to be linked to brain size, but the relationship is more complex than that. While brain size does correlate modestly with some abilities, like verbal skills, the connection is weaker for others, such as spatial reasoning. Other factors, like brain structure, also play crucial roles. For instance, despite Einstein's smaller-than-average brain, his parietal cortex, which is involved in spatial reasoning, was 15% wider, suggesting that neural density might matter more...
Environmental Influences on Intelligence01:29

Environmental Influences on Intelligence

Despite the strong genetic influence on traits like intelligence, environmental factors significantly shape outcomes. For example, while over 90% of height variation is due to genetic differences, environmental factors such as nutrition also have a notable impact. Similarly, for intelligence, changes in a child's surroundings can significantly alter their IQ. Research shows that enriched environments boost children's academic success and help them develop key cognitive skills. Children from...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...