| Literature DB >> 23759519 |
Victoria Simms1, Lucy Cragg, Camilla Gilmore, Neil Marlow, Samantha Johnson.
Abstract
Children born very preterm have poorer attainment in all school subjects, and a markedly greater reliance on special educational support than their term-born peers. In particular, difficulties with mathematics are especially common and account for the vast majority of learning difficulties in this population. In this paper, we review research relating to the causes of mathematics learning difficulties in typically developing children, and the impact of very preterm birth on attainment in mathematics. Research is needed to understand the specific nature and origins of mathematics difficulties in very preterm children to target the development of effective intervention strategies.Entities:
Keywords: Child Psychology; Neonatology; Neurodevelopment
Mesh：
Year: 2013 PMID： 23759519 DOI： 10.1136/archdischild-2013-303777
Source DB: PubMed Journal: Arch Dis Child Fetal Neonatal Ed ISSN： 1359-2998 Impact factor: 5.747