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Grade 3 school performance among children born preterm: a population-based cohort study.
Deepak Louis1, Sapna Oberoi2, Florencia M Ricci3
1Section of Neonatology, Department of Pediatrics and Child Health, University of Manitoba, Winnipeg, Manitoba, Canada dlouis@hsc.mb.ca.
Archives of Disease in Childhood. Fetal and Neonatal Edition
|December 1, 2022
Summary
Children born preterm showed lower grade 3 reading and numeracy skills compared to full-term peers. Early screening and interventions are recommended for all preterm children to address academic deficits.
Area of Science:
- Pediatric Health
- Educational Psychology
- Public Health
Background:
- Prematurity is a significant risk factor for developmental challenges.
- Early academic performance in children is crucial for long-term educational success.
- Understanding the impact of prematurity on school readiness is vital for timely interventions.
Purpose of the Study:
- To investigate the association between preterm birth and grade 3 academic performance.
- To analyze performance in numeracy and reading competencies among preterm and full-term children.
- To identify factors associated with academic outcomes in children born preterm.
Main Methods:
- A population-based retrospective cohort study in Manitoba, Canada.
- Included children born between 1999-2011 with available grade 3 performance data.
- Used multivariable logistic regression to assess the impact of preterm birth (<37 weeks) on numeracy and reading outcomes.
Main Results:
- Preterm children (7,187) and term children (94,249) were analyzed.
- 19% of preterm children, versus 14% of term children, required ongoing help in numeracy (aOR 1.38).
- Similar disparities were observed in reading, with a significant gestational age gradient and associations with male sex and small for gestational age.
Conclusions:
- Children born preterm demonstrate poorer grade 3 numeracy and reading proficiencies compared to full-term children.
- Screening for academic deficits should extend to all preterm children, not solely those born extremely preterm.
- Implementing targeted strategies is essential to mitigate academic challenges faced by preterm children.
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