Lauren R Borchers1, Lisa Bruckert2, Katherine E Travis3, Cory K Dodson4, Irene M Loe5, Virginia A Marchman6, Heidi M Feldman7. 1. Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 1265 Welch Road, Postal Code 5415, Stanford, CA 94305, United States of America. Electronic address: lrborchers@stanford.edu. 2. Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 1265 Welch Road, Postal Code 5415, Stanford, CA 94305, United States of America. Electronic address: bruckert@stanford.edu. 3. Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 1265 Welch Road, Postal Code 5415, Stanford, CA 94305, United States of America. Electronic address: ktravis1@stanford.edu. 4. Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 1265 Welch Road, Postal Code 5415, Stanford, CA 94305, United States of America. 5. Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 1265 Welch Road, Postal Code 5415, Stanford, CA 94305, United States of America. Electronic address: iloe@stanford.edu. 6. Department of Psychology, Building 460 Margaret Jacks Hall, Stanford University, Stanford, CA 94305, United States of America. Electronic address: marchman@stanford.edu. 7. Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 1265 Welch Road, Postal Code 5415, Stanford, CA 94305, United States of America. Electronic address: hfeldman@stanford.edu.
Abstract
BACKGROUND: Children born preterm are at risk for developing reading difficulties and for decrements in other cognitive skills compared to children born at term. AIMS: To assess how domains of function, often negatively impacted by preterm birth, predict reading development in children born preterm and at term. STUDY DESIGN: Longitudinal descriptive cohort study. SUBJECTS: Preterm (n = 48; gestational age 22-32 weeks, 30 males) and term (n = 41, 18 males) participants were assessed at age 6 years on a battery of verbal and non-verbal cognitive skills and reassessed at age 8 using the Gray Oral Reading Tests-5. Linear regressions assessed the contributions of phonological awareness, language, executive function, and non-verbal IQ at age 6 to reading outcome at age 8. RESULTS: Children born preterm had lower scores than children born at term on all measures (Cohen's d from 0.46 to 1.08, all p < .05). Phonological awareness and language abilities predicted reading in both groups (accounting for 19.9% and 25.0% of variance, respectively, p < .001). Birth group did not moderate the association. By contrast, the association between executive function and non-verbal intelligence and reading outcome was moderated by birth group (interaction accounted for 3.9-6.7% of variance, respectively, p < .05). Positive predictions to reading from executive function and non-verbal IQ were found only in children born preterm. CONCLUSIONS: Non-verbal cognitive skills improved the prediction of reading outcome only in the preterm group, suggesting that reading decrements represent a component of global deficits. These findings have implications for evaluation of children born preterm at school entry and treatment of reading difficulties.
BACKGROUND:Children born preterm are at risk for developing reading difficulties and for decrements in other cognitive skills compared to children born at term. AIMS: To assess how domains of function, often negatively impacted by preterm birth, predict reading development in children born preterm and at term. STUDY DESIGN: Longitudinal descriptive cohort study. SUBJECTS: Preterm (n = 48; gestational age 22-32 weeks, 30 males) and term (n = 41, 18 males) participants were assessed at age 6 years on a battery of verbal and non-verbal cognitive skills and reassessed at age 8 using the Gray Oral Reading Tests-5. Linear regressions assessed the contributions of phonological awareness, language, executive function, and non-verbal IQ at age 6 to reading outcome at age 8. RESULTS:Children born preterm had lower scores than children born at term on all measures (Cohen's d from 0.46 to 1.08, all p < .05). Phonological awareness and language abilities predicted reading in both groups (accounting for 19.9% and 25.0% of variance, respectively, p < .001). Birth group did not moderate the association. By contrast, the association between executive function and non-verbal intelligence and reading outcome was moderated by birth group (interaction accounted for 3.9-6.7% of variance, respectively, p < .05). Positive predictions to reading from executive function and non-verbal IQ were found only in children born preterm. CONCLUSIONS: Non-verbal cognitive skills improved the prediction of reading outcome only in the preterm group, suggesting that reading decrements represent a component of global deficits. These findings have implications for evaluation of children born preterm at school entry and treatment of reading difficulties.
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