Department of Pedagogical Sciences, Utrecht University, 3508 TC Utrecht, The Netherlands.
Arch Dis Child Fetal Neonatal Ed. 2010 Jul;95(4):F267-72. doi: 10.1136/adc.2009.167965. Epub 2010 May 20.
To study the impact of specific neuropsychological measures on academic attainment in very preterm (VPT) children.
VPT children (gestational age <31 weeks, N=48) and matched term controls (N=17) aged 9-10 years were assessed with measures of processing speed, executive function and IQ. Teachers reported on academic achievement in a questionnaire.
Group differences in academic attainment were significant for maths (OR 6.5; 95% CI 1.7 to 25.8), English/literacy (OR 3.8; 95% CI 1.1 to 13.5), overall academic attainment (OR 11.9; 95% CI 1.4 to 96.9) and special educational needs provision (OR 7.2; 95% CI 1.5 to 35.0). All significant group differences in attainment could be accounted for by processing speed. Birth group, processing speed and working memory were significant predictors of overall attainment (R(2)=0.57; p<0.001).
Processing speed and working memory are important factors underlying academic attainment in VPT children. Specific tests of processing speed and working memory, which together take approximately only 10 min to administer, could potentially be used as efficient screening instruments to assess which children are at risk of educational problems and should be referred for a full neuropsychological assessment.
研究特定神经心理学测量对极早产儿（VPT）儿童学业成绩的影响。
对 9-10 岁的 VPT 儿童（胎龄<31 周，N=48）和匹配的足月对照组（N=17）进行处理速度、执行功能和智商的测量。教师通过问卷报告学业成绩。
数学（OR6.5；95%CI1.7 至 25.8）、英语/读写（OR3.8；95%CI1.1 至 13.5）、总体学业成绩（OR11.9；95%CI1.4 至 96.9）和特殊教育需求供给（OR7.2；95%CI1.5 至 35.0）方面，两组的学业成绩存在显著差异。可将处理速度解释所有达到显著水平的组间差异。出生组、处理速度和工作记忆是总体成绩的显著预测因素（R²=0.57；p<0.001）。
处理速度和工作记忆是 VPT 儿童学业成绩的重要因素。处理速度和工作记忆的特定测试，总共只需大约 10 分钟即可完成，可作为有效的筛选工具，评估哪些儿童有教育问题的风险，应转介进行全面的神经心理学评估。
Zotero 插件