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Learning problems in kindergarten students with extremely preterm birth
H Gerry Taylor1, Nancy Klein, Marcia G Anselmo
1Department of Pediatrics, Case Western Reserve University, Rainbow Babies & Children's Hospital, University Hospitals Case Medical Center, Cleveland, OH 44106-6038, USA. hgt2@case.edu
Insights
Children born extremely preterm often experience learning difficulties in kindergarten, linked to early risk factors. Early monitoring and interventions are crucial for these children.
Area of Science:
- Pediatric Medicine
- Developmental Psychology
- Educational Psychology
Background:
- Extremely preterm birth (less than 28 weeks gestation or <1000g) poses risks for child development.
- Learning problems in this population may not be apparent until school entry.
Purpose of the Study:
- To evaluate learning challenges in kindergarteners born extremely preterm.
- To identify risk factors associated with these learning problems.
Main Methods:
- A cohort study comparing 148 extremely preterm children with 111 term-born controls.
- Assessment included achievement testing and teacher ratings during kindergarten.
Main Results:
- Extremely preterm children showed lower scores in spelling and applied mathematics.
- Teacher reports indicated higher rates of substandard learning in written language and mathematics.
- Risk factors like neonatal issues and socioeconomic status predicted learning problems.
Conclusions:
- Learning difficulties are present in kindergarteners born extremely preterm.
- Neonatal and early childhood factors significantly influence these learning outcomes.
- Enhanced monitoring and early intervention are recommended for this vulnerable group.
Objectives:
To assess learning problems among kindergarten students with extremely preterm birth and to identify risk factors.
Design:
Cohort study.
Setting:
Children's hospital.
Participants:
A cohort of 148 children born between January 1, 2001, and December 31, 2003, with extremely preterm birth, defined as less than 28 weeks' gestation or having a birth weight of less than 1000 g, and 111 classmate control individuals born at term with normal birth weight.
Interventions:
The children were enrolled in the study during their first year in kindergarten and were assessed on measures of learning progress.
Main Outcome Measures:
Achievement testing, teacher ratings of learning progress, and individual educational assistance.
Results:
Children with extremely preterm birth had lower mean standard scores than controls on achievement tests of spelling (8.52; 95% confidence interval, 4.58-12.46) and applied mathematics (11.02; 6.76-15.28). They had higher rates of substandard learning progress by teacher report in written language (odds ratio, 4.23; 95% CI, 2.32-7.73) and mathematics (7.08; 2.79-17.95). Group differences in mathematics achievement and in teacher ratings of learning progress were statistically significant even in children without neurosensory deficits or low global cognitive ability. Neonatal risk factors, early childhood neurodevelopmental impairment, and socioeconomic status predicted learning problems in children with extremely preterm birth; however, many children with problems were not enrolled in a special education program.
Conclusions:
Learning problems in children with extremely preterm birth are evident in kindergarten and are associated with neonatal and early childhood risk factors. Our findings support efforts to provide more extensive monitoring and interventions before and during the first year of school.
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