Predicting text reading skills at age 8?years in children born preterm and at term.

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?

SUBMITTER: Borchers LR 

PROVIDER: S-EPMC6402954 | biostudies-literature | 2019 Mar

REPOSITORIES: biostudies-literature