Mathematics ability and related skills in preschoolers born very preterm

Area of Science:

• Developmental Psychology
• Neuroscience
• Pediatrics

Background:

• Children born very preterm (VPT) face increased risks for academic, behavioral, and emotional challenges.
• Mathematics ability is a notable area of weakness for VPT children.
• Early identification and intervention are crucial for VPT children's academic development.

Purpose of the Study:

• To investigate the underlying cognitive and pre-academic skills associated with mathematics difficulties in VPT preschoolers.
• To characterize the relationship between preterm birth and early mathematics ability using a mediation model.

Main Methods:

• A cohort of VPT preschoolers (n=58) and full-term (FT) controls (n=29) were assessed within six months of kindergarten entry.
• A comprehensive battery of cognitive, pre-academic, and motor skills measures was administered.
• A multiple-mediation model was employed to analyze group differences and identify mediating factors.

Main Results:

• VPT children performed significantly lower than FT children across multiple domains, including mathematics, IQ, verbal skills, visual-motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning.
• Mathematics ability was significantly correlated with verbal skills, visual-motor integration, phonological processing, and motor skills in both groups.
• Verbal skills, visual-motor integration, and phonological awareness emerged as significant mediators of the mathematics performance differences between VPT and FT children.

Conclusions:

• Preschoolers born VPT exhibit specific weaknesses in pre-academic skills that underlie their mathematics deficits.
• The identified mediators highlight key areas for targeted early intervention to support mathematical development in VPT children.
• This mediation model can aid in evaluating VPT children for emerging academic difficulties and inform the need for mathematics assessments.