Hall A, McLeod A, Counsell C, Thomson L, Mutch L
Public Health Research Unit, University of Glasgow, UK.
Dev Med Child Neurol. 1995 Dec;37(12):1037-50. doi: 10.1111/j.1469-8749.1995.tb11965.x.
The prevalence of learning problems and of cognitive and motor impairment in a total geographically based very-low-birthweight population (N = 324) was compared at eight years of age with that in a population comprising two classroom peers, matched for gender and age (N = 590). 15 per cent of those with birthweights less than 1000g and 6 per cent of those weighing 1000 to 1499 g attended special schools. Index children in main-stream schools performed significantly less well in tests of neuromotor function than their comparison groups. Their mean IQs were 90.4 and 93.7 for those below and above 1000 g, respectively, while their comparison groups' IQs were 102.5 and 101.2. In all cognitive subscales apart from that testing short-term auditory sequential memory, both index groups were less competent. They were also less able in Word Reading and Basic Number Skills. These children placed heavy demands on mainstream schools, with 52 per cent and 37 per cent of the index groups, respectively, requiring learning support compared with 16 per cent in both comparison groups.
将一个基于地理位置的极低体重出生总人口（N = 324）在8岁时的学习问题、认知和运动障碍患病率，与一个由两名按性别和年龄匹配的同班同龄人组成的群体（N = 590）的患病率进行了比较。出生体重低于1000克的儿童中有15%、体重在1000至1499克之间的儿童中有6%就读于特殊学校。主流学校中的指标儿童在神经运动功能测试中的表现明显不如他们的对照组。体重低于1000克和高于1000克的指标儿童的平均智商分别为90.4和93.7，而他们对照组的智商分别为102.5和101.2。在除测试短期听觉序列记忆之外的所有认知子量表中，两个指标组的能力都较差。他们在单词阅读和基本数字技能方面也较弱。这些儿童给主流学校带来了沉重负担，指标组分别有52%和37%的儿童需要学习支持，而对照组这一比例均为16%。
