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Academic achievement and educational resource use of very low birth weight (VLBW) survivors
B D Schraeder1, M A Heverly, C O'Brien
1Thomas Jefferson University Hospital in Philadelphia, PA, USA.
Insights
Children with very low birth weight (VLBW) face academic challenges, including lower math scores and increased need for special education resources. Early support is crucial for their educational success.
Area of Science:
- Developmental Pediatrics
- Educational Psychology
- Public Health
Background:
- Children born with very low birth weight (VLBW) represent a vulnerable population with potential long-term developmental and academic consequences.
- Understanding the specific academic trajectories and resource needs of VLBW children is crucial for timely intervention and support.
Purpose of the Study:
- To prospectively examine academic achievement and special education resource utilization in elementary school children born with very low birth weight (VLBW) compared to normal birth weight (NBW) peers.
- To identify specific areas of academic difficulty and the extent of special academic assistance required by VLBW children.
Main Methods:
- A prospective cohort study involving 39 very low birth weight (VLBW) and 32 normal birth weight (NBW) elementary school children.
- Assessment of reading, spelling, and mathematical abilities.
- Tracking of grade retention rates and special academic assistance utilization.
Main Results:
- VLBW children demonstrated significantly lower mean scores in mathematical abilities compared to NBW children.
- VLBW children experienced higher rates of grade retention (43% vs. 23%).
- VLBW children required 2.8 times more special academic assistance than their NBW counterparts.
Conclusions:
- Very low birth weight (VLBW) is associated with significant academic challenges, particularly in mathematics.
- VLBW children have a substantially higher need for special educational resources and support throughout their elementary school years.
- Providing targeted educational interventions and resources is essential for improving academic outcomes for VLBW children.
Abstract:
Thirty-nine very low birth weight (VLBW) and 32 normal birth weight (NBW) elementary school children were studied prospectively to determine patterns of academic achievement and special education resource use during the elementary school years. Reading, spelling, and mathematical abilities were evaluated. Mean scores for the VLBW children were significantly lower on the mathematic subtests. VLBW study participants experienced more grade retention (43% vs. 23%) and required 2.8 times more special academic assistance than their NBW peers. Thus, providing special educational resources for VLBW children is essential.