Child Care and Early Education Research Connections

Skip to main content

Identifying very preterm children at educational risk using a school readiness framework

Description:
Children born very preterm (VPT) are at high risk of educational delay, yet few guidelines exist for the early identification of those at greatest risk. Using a school readiness framework, this study examined relations between preschool neurodevelopmental functioning and educational outcomes to age 9 years. METHODS: The sample consisted of a regional cohort of 110 VPT ([less than or equal to] 32 weeks' gestation) and 113 full-term children born during 1998-2000. At corrected age 4 years, children completed a multidisciplinary assessment of their health/motor development, socioemotional adjustment, core learning skills, language, and general cognition. At ages 6 and 9, children's literacy and numeracy skills were assessed using the Woodcock-Johnson III Tests of Achievement. RESULTS: Across all readiness domains, VPT children were at high risk of delay/impairment (odds ratios 2.5-3.5). Multiple problems were also more common (47% vs 16%). At follow-up, almost two-thirds of VPT children were subject to significant educational delay in either literacy, numeracy or both compared with 29% to 31% of full-term children (odds ratios 3.4-4.4). The number of readiness domains affected at age 4 strongly predicted later educational risk, especially when multiple problems were present. Receiver operating characteristic analysis confirmed [greater than or equal to] 2 readiness problems as the optimal threshold for identifying VPT children at educational risk. CONCLUSIONS: School readiness offers a promising framework for the early identification of VPT children at high educational risk. Findings support the utility of [greater than or equal to] 2 affected readiness domains as an effective criterion for referral for educational surveillance and/or additional support during the transition to school. (author abstract)
Resource Type:
Reports & Papers
Country:
New Zealand

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Development of preschool and academic skills in children born very preterm

Reports & Papers

Functional performance of preterm children at age 4

Reports & Papers

Basic numerical processes in very preterm children: A critical transition from preschool to school age

Reports & Papers
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT