Academic Outcomes for Children Born Preterm: A Summary and Call for Research |
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Authors: | Email author" target="_blank">Milena?Keller-MargulisEmail author Allison?Dempsey Ashlie?Llorens |
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Institution: | (1) Department of Educational Psychology, University of Houston, Houston, TX 77204, USA |
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Abstract: | The developmental outcomes for children born preterm have been examined by many, with results unequivocally indicating that
children born preterm tend to have poorer cognitive outcomes and more developmental difficulties. Less attention has been
paid to academic outcomes. The purpose of this paper is to review the academic skills assessment of children born preterm,
examine the methodologies used to ascertain skill deficits, and identify essential directions for future research. Overwhelmingly
the results of studies of academic skills indicate that children born preterm function lower than their full term peers. The
methodological flaws with existing studies that impede broad conclusions about specific skill deficits will be discussed.
It is critical that future research examine the academic skill deficits contributing to disability status so that effective
early intervention strategies may be developed and implemented. |
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