Johnson Samantha, Wolke Dieter, Hennessy Enid, Marlow Neil
Department of Health Sciences, University of Leicester, Leicester, UK.
Dev Neuropsychol. 2011;36(1):74-95. doi: 10.1080/87565641.2011.540541.
This study assessed the impact of extremely preterm birth on academic attainment at 11 years of age, investigated neuropsychological antecedents of attainment in reading and mathematics, and examined early predictors of educational outcomes. Children born extremely preterm had significantly poorer academic attainment and a higher prevalence of learning difficulties than their term peers. General cognitive ability and specific deficits in visuospatial skills or phoneme deletion at 6 years were predictive of mathematics and reading attainment at 11 years in both extremely preterm and term children. Phonological processing, attention, and executive functions at 6 years were also associated with academic attainment in children born extremely preterm. Furthermore, social factors, neonatal factors (necrotizing enterocolitis, breech delivery, abnormal cerebral ultrasound, early breast milk provision), and developmental factors at 30 months (head circumference, cognitive development), were independent predictors of educational outcomes at 11 years. Neonatal complications combined with assessments of early cognitive function provide moderate prediction for educational outcomes in children born extremely preterm.
本研究评估了极早早产对11岁时学业成就的影响，调查了阅读和数学成绩的神经心理学先兆，并检验了教育结果的早期预测因素。极早早产出生的儿童比足月儿的学业成就显著更差，学习困难的患病率更高。6岁时的一般认知能力以及视觉空间技能或音素删除方面的特定缺陷，可预测极早早产儿和足月儿11岁时的数学和阅读成绩。6岁时的语音处理、注意力和执行功能也与极早早产出生儿童的学业成就相关。此外，社会因素、新生儿因素（坏死性小肠结肠炎、臀位分娩、脑超声异常、早期母乳喂养）以及30个月时的发育因素（头围、认知发育）是11岁时教育结果的独立预测因素。新生儿并发症与早期认知功能评估相结合，可为极早早产出生儿童的教育结果提供适度预测。
