Related Experiment Video
Updated: Feb 4, 2026
Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children
Published on: August 22, 2012
Academic trajectories of very preterm born children at school age
E Sabrina Twilhaar1, Jorrit F de Kieviet1, Ruurd M van Elburg2,3
1Clinical Neuropsychology Section, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
Insights
Very preterm children showed similar academic progress to full-term peers throughout primary school, despite initial lower scores in arithmetic, reading, and spelling. These findings highlight potential for interventions to improve outcomes for very preterm children.
Area of Science:
- Developmental Psychology
- Pediatric Neurodevelopment
- Educational Psychology
Background:
- Very preterm birth is associated with potential neurodevelopmental challenges.
- Understanding the academic trajectories of very preterm children is crucial for timely support.
- Previous research has indicated potential learning difficulties in this population.
Purpose of the Study:
- To investigate the developmental trajectories of arithmetic, reading comprehension, and spelling abilities in very preterm versus full-term born children during primary school.
- To compare the academic progress and learning patterns between these two groups over time.
Main Methods:
- Longitudinal analysis of academic performance data from grade 1 to 6.
- Utilized a pupil monitoring system for 11 arithmetic/spelling and 7 reading comprehension assessments.
- Employed mixed-effects models to analyze data from a Dutch cohort of 52 very preterm and 58 full-term children.
Main Results:
- No significant group-by-time interactions were observed, indicating similar learning progress rates.
- Very preterm children scored lower on average: 0.53 SD in arithmetic, 0.31 SD in reading comprehension, and 0.21 SD in spelling compared to full-term peers.
- These differences were statistically significant across all academic domains.
Conclusions:
- This study is the first longitudinal evidence showing persistent academic difficulties for very preterm children in primary school.
- Their similar progression rates suggest intact learning abilities, despite lower overall achievement.
- Findings support the development of targeted interventions to enhance academic outcomes for very preterm children.
Objectives:
To characterise the developmental trajectories of arithmetic, reading comprehension and spelling abilities of very preterm and full-term born children during primary school.
Design:
A longitudinal analysis of academic performance data of very preterm and full-term born children was performed. Academic performance was assessed in grade 1-6 of primary school using a pupil monitoring system, with 11 measurements of arithmetic and spelling performance and 7 measurements of reading comprehension. Data were analysed using mixed-effects models.
Patients:
A Dutch cohort of 52 very preterm children born between 2001-2003 and 58 full-term controls participated.
Results:
No group-by-time interactions were found for any of the academic domains, indicating no differences in progress between groups. Through the course of primary school, very preterm born children scored on average 0.53 SD lower on arithmetic (95% CI -0.71 to -0.35, p<0.001), 0.31 SD on reading comprehension (95% CI -0.48 to -0.14, p<0.001) and 0.21 SD on spelling (95% CI -0.37 to -0.05, p=0.01) compared with full-term peers.
Conclusions:
This is the first longitudinal study to show that the academic difficulties of very preterm born children persisted during primary school. Their progression was similar to full-term born peers, suggesting intact learning abilities. This provides opportunities for interventions to improve the academic outcomes of very preterm born children.
More Related Videos
08:05Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
Published on: June 30, 2020
11:29Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
Related Concept Videos
02:44The Born-Haber Cycle
01:26Orthogonal Trajectories
01:26Aging
Cellular Clock Theory
The cellular clock theory posits that the human lifespan is closely tied to the finite capacity of cells to divide, a phenomenon governed by telomeres, which are protective caps at the ends of...
01:19The Effect of Aging on Tissues
01:29Drug Dosing: Infants and Children
01:09Changes in the Appendicular Skeleton with Age
Initially, the limb buds consist of a core of mesenchyme covered by a layer of ectoderm. The ectoderm at the end of the limb bud thickens to form a narrow crest called the apical ectodermal ridge. This ridge stimulates the underlying...