Effects of extreme prematurity and kindergarten neuropsychological skills on early academic progress

Effects of extreme prematurity and kindergarten neuropsychological skills on early academic progress

Objective: The study was designed to investigate the effect of extreme prematurity on growth in academic achievement across the early school years and the validity of kindergarten neuropsychological skills as predictors of achievement. Method: A 2001-2003 birth cohort of 145 extremely preterm/extrem...

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Bibliographic Details
Main Authors: Espy, K.A (Author), Hack, M. (Author), Klein, N. (Author), Minich, N. (Author), Schluchter, M. (Author), Stilp, R. (Author), Taylor, H.G (Author)
Format: Article
Language:English
Published: American Psychological Association Inc. 2018
Subjects:
academic achievement
Article
birth weight
child
Child
Child, Preschool
cohort analysis
Cohort Studies
controlled study
early academic achievement
early childhood intervention
Early Intervention (Education)
education
educational status
Educational Status
executive function
Executive Function
extremely low birth weight
female
Female
human
Humans
individuality
Individuality
infant
Infant
Infant, Extremely Low Birth Weight
Infant, Extremely Premature
Infant, Newborn
intelligence
intelligence test
Intelligence Tests
kindergarten
major clinical study
male
Male
mathematics
Mathematics
neuropsychological predictors
neuropsychological test
Neuropsychological Tests
neuropsychology
newborn
prematurity
preschool child
preterm birth
priority journal
psychology
school
Schools
skill
validity
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