Schraeder B D, Heverly M A, O'Brien C, Goodman R
Thomas Jefferson University Hospital in Philadelphia, PA, USA.
Pediatr Nurs. 1997 Jan-Feb;23(1):21-5, 44.
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.
对39名极低出生体重（VLBW）和32名正常出生体重（NBW）的小学生进行了前瞻性研究，以确定小学阶段的学业成绩模式和特殊教育资源使用情况。评估了阅读、拼写和数学能力。VLBW儿童在数学子测试中的平均得分显著较低。VLBW儿童比NBW儿童经历了更多的留级情况（43%对23%），并且需要的特殊学业帮助是其NBW同伴的2.8倍。因此，为VLBW儿童提供特殊教育资源至关重要。
