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Identifying very preterm children at educational risk using a school readiness framework.

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Children born very preterm face significant educational delays. Identifying two or more developmental risks by age four effectively flags these children for early support.

Keywords:
neurodevelopmentoutcomepreschoolschool readinessvery preterm

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Area of Science:

  • Developmental Pediatrics
  • Educational Psychology
  • Neuroscience

Background:

  • Very preterm (VPT) children exhibit heightened risks for educational delays.
  • Early identification of VPT children at risk is crucial but lacks established guidelines.
  • A school readiness framework can potentially identify children needing support.

Purpose of the Study:

  • To examine the relationship between preschool neurodevelopmental functioning and educational outcomes in VPT children up to age 9.
  • To identify reliable indicators for early risk detection in VPT children using a school readiness model.

Main Methods:

  • A cohort of 110 VPT (≤32 weeks gestation) and 113 full-term children were assessed at corrected age 4.
  • Assessments covered health, motor, socioemotional, cognitive, language, and core learning skills.
  • Educational outcomes (literacy, numeracy) were evaluated at ages 6 and 9 using the Woodcock-Johnson III Tests of Achievement.

Main Results:

  • VPT children showed significantly higher risks across all readiness domains (OR 2.5-3.5).
  • Nearly two-thirds of VPT children experienced educational delays in literacy or numeracy by age 9 (OR 3.4-4.4).
  • Having two or more affected readiness domains at age 4 predicted later educational risk.

Conclusions:

  • The school readiness framework effectively identifies VPT children at high risk for educational challenges.
  • Identifying two or more affected readiness domains serves as a practical criterion for educational surveillance and support.
  • Early identification and intervention are key for mitigating educational disparities in VPT populations.