Executive function and IQ predict mathematical and attention problems in very preterm children.

Objective of this study was to examine the impact of executive function (EF) on mathematical and attention problems in very preterm (gestational age ≤ 30 weeks) children. Participants were 200 very preterm (mean age 8.2 ± 2.

Neonatal and parental predictors of executive function in very preterm children.

Aim: To examine neonatal and parental predictors of executive function in very preterm (gestational age ≤30 weeks) children aged 4.0-12.0 years.

Development of preschool and academic skills in children born very preterm.

Objective: To examine performance in preschool and academic skills in very preterm (gestational age ≤ 30 weeks) and term-born comparison children aged 4 to 12 years.

Study Design: Very preterm children (n = 200; mean age, 8.2 ± 2.