Cognitive and Academic Performance of Preschool-Age Children Born Preterm

Autor/inn/en	Keller-Margulis, Milena A.; Dempsey, Allison G.
Titel	Cognitive and Academic Performance of Preschool-Age Children Born Preterm
Quelle	In: Early Childhood Education Journal, 48 (2020) 2, S.203-211 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keller-Margulis, Milena A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00998-6
Schlagwörter	Premature Infants; Preschool Children; Cognitive Ability; Scores; Child Development; Longitudinal Studies; Measures (Individuals); Emergent Literacy; Numeracy; Benchmarking; Task Analysis; Verbal Ability; Nonverbal Ability; Screening Tests; Academic Ability; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Frühgeburt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Frühleseunterricht; Rechenkompetenz; Aufgabenanalyse; Mündliche Leistung; Screening-Verfahren
Abstract	The primary objective of this study was to describe cognitive and pre-academic skills of children born preterm (< 30 weeks gestational age) at preschool age. A secondary objective was to relate cognitive functioning at preschool age to developmental scores obtained using the Bayley Scales of Infant and Toddler Development-Third Edition (Bayley III) administered at 18-28 months chronological age. Participants were 21 children born preterm who participated in an initial study and returned for follow-up assessment at 42-66 months. Measures administered at the preschool-age visit included the Differential Abilities Scale-2nd Edition (DAS-II) and the myIGDIs Early Literacy and Early Numeracy measures. Most children fell below benchmark standards for early literacy and numeracy skills on the myIGDIs at preschool age. Frequency of skill levels below benchmark varied from 65 to 95% for early literacy and 70-95% for early numeracy tasks. A subset of the children (n = 16) had Bayley III scores available from a research visit at 18-28 months corrected age. Among those, cognitive composite scores were associated with verbal, but not nonverbal reasoning on the DAS-II at preschool age, and only for those with significant delays on the Bayley III. Results indicated that at preschool age, children's average cognitive scores on the DAS-II were > 1 SD below the mean across verbal (SS = 82.67; SD = 23.76) and nonverbal (SS = 80.20; SD = 23.65) domains. Practical implications of early screening for specific academic skill difficulties in early childhood settings for children born preterm are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01