AI Article Synopsis
- The study investigates how specific neuropsychological factors influence academic performance in very preterm (VPT) children.
- The research involved assessing VPT children and matching them with term controls, focusing on processing speed, executive function, and IQ, while teachers evaluated their academic success.
- Results showed that processing speed and working memory significantly predicted academic outcomes, suggesting that quick tests in these areas could help identify children at risk of educational challenges.
Article Abstract
Aim: To study the impact of specific neuropsychological measures on academic attainment in very preterm (VPT) children.
Methods: VPT children (gestational age <31 weeks, N=48) and matched term controls (N=17) aged 9-10 years were assessed with measures of processing speed, executive function and IQ. Teachers reported on academic achievement in a questionnaire.
Results: Group differences in academic attainment were significant for maths (OR 6.5; 95% CI 1.7 to 25.8), English/literacy (OR 3.8; 95% CI 1.1 to 13.5), overall academic attainment (OR 11.9; 95% CI 1.4 to 96.9) and special educational needs provision (OR 7.2; 95% CI 1.5 to 35.0). All significant group differences in attainment could be accounted for by processing speed. Birth group, processing speed and working memory were significant predictors of overall attainment (R(2)=0.57; p<0.001).
Conclusions: Processing speed and working memory are important factors underlying academic attainment in VPT children. Specific tests of processing speed and working memory, which together take approximately only 10 min to administer, could potentially be used as efficient screening instruments to assess which children are at risk of educational problems and should be referred for a full neuropsychological assessment.
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| http://dx.doi.org/10.1136/adc.2009.167965 | DOI Listing |
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