Klebanov P K, Brooks-Gunn J, McCormick M C
Columbia University, Teachers College, New York, New York.
J Dev Behav Pediatr. 1994 Aug;15(4):248-56.
The extent to which low birth weight confers a risk for poor school function remains an important question. Children (N = 1868) in four birth weight categories [extremely low birth weight (ELBW; children weighed < or = 1000 g at birth, n = 247), other very low birth weight (1001 through 1500 g, n = 364), heavier low birth weight (1501 through 2500 g, n = 724), and normal birth weight (NBW > 2500 g, n = 533)] were compared on indicators of school achievement which included grade failure, placement in special classes, classification as handicapped, and math and reading achievement scores (Woodcock-Johnson Battery). Our results indicate that as birth weight decreases, the prevalence of grade failure, placement in special classes, and classification as handicapped increases, even when controlling for maternal education and neonatal stay. Moreover, ELBW children score lower than all other birth weight groups on math and reading achievement tests. Even among children with IQ scores above 85, ELBW children still obtain lower math scores than NBW children, suggesting the potential for future educational needs.
低出生体重会增加学校功能不良风险的程度仍是一个重要问题。对四个出生体重类别（极低出生体重儿（ELBW；出生体重≤1000克的儿童，n = 247）、其他超低出生体重儿（1001至1500克，n = 364）、较重低出生体重儿（1501至2500克，n = 724）和正常出生体重儿（NBW＞2500克，n = 533））的1868名儿童，就学业成绩指标进行了比较，这些指标包括成绩不及格、被安排到特殊班级、被归类为残疾以及数学和阅读成绩得分（伍德科克－约翰逊成套测验）。我们的结果表明，即使在控制了母亲教育程度和新生儿住院时间的情况下，随着出生体重降低，成绩不及格、被安排到特殊班级以及被归类为残疾的发生率仍会增加。此外，极低出生体重儿在数学和阅读成绩测试中的得分低于所有其他出生体重组的儿童。即使在智商得分高于85的儿童中，极低出生体重儿的数学得分仍低于正常出生体重儿，这表明其未来可能存在教育需求。
