Learning Abilities in a Population of Italian Healthy Preterm Children at the End of Primary School
Background: Delays in learning skills have been extensively reported for very preterm children. However, few studies have examined academic achievement profiles in Italian preterm children as a function of their neonatal immaturity. Methods: A cross-sectional study was performed that included 82 healthy Italian children born very and extremely preterm (without major neurosensory outcomes; IQ ≥85). Children were evaluated for academic and neurocognitive performances at the second cycle of primary school. Results: Healthy preterm children showed on average academic and neurocognitive profiles that did not differ according to gestational age. Impairment was seen to one or more learning domains in 14.6% of the healthy preterm children. Conclusions: Italian children born very and extremely preterm without major neurosensory damage and/or cognitive delay showed on average learning and neurocognitive profiles within the normal range, regardless of gestational age. Nevertheless, they showed higher proportions of learning impairment than a normative Italian population during their final years of primary school. Healthcare providers should be aware of this result, and long-term surveillance should be organized to promptly identify those children who are in need of therapeutic intervention.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2020 |
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| Erschienen: |
2020 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:17 |
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| Enthalten in: |
International journal of environmental research and public health - 17(2020), 20 vom: 19. Okt. |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Bucci, Silvia [VerfasserIn] |
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| Links: |
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| Themen: |
Clinical neurodevelopment follow-up in preterm children |
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| Anmerkungen: |
Date Completed 11.01.2021 Date Revised 11.01.2021 published: Electronic Citation Status MEDLINE |
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| doi: |
10.3390/ijerph17207599 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM316556998 |
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| 500 | |a Date Revised 11.01.2021 | ||
| 500 | |a published: Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Background: Delays in learning skills have been extensively reported for very preterm children. However, few studies have examined academic achievement profiles in Italian preterm children as a function of their neonatal immaturity. Methods: A cross-sectional study was performed that included 82 healthy Italian children born very and extremely preterm (without major neurosensory outcomes; IQ ≥85). Children were evaluated for academic and neurocognitive performances at the second cycle of primary school. Results: Healthy preterm children showed on average academic and neurocognitive profiles that did not differ according to gestational age. Impairment was seen to one or more learning domains in 14.6% of the healthy preterm children. Conclusions: Italian children born very and extremely preterm without major neurosensory damage and/or cognitive delay showed on average learning and neurocognitive profiles within the normal range, regardless of gestational age. Nevertheless, they showed higher proportions of learning impairment than a normative Italian population during their final years of primary school. Healthcare providers should be aware of this result, and long-term surveillance should be organized to promptly identify those children who are in need of therapeutic intervention | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a clinical neurodevelopment follow-up in preterm children | |
| 650 | 4 | |a healthy preterm | |
| 650 | 4 | |a learning abilities | |
| 650 | 4 | |a learning impairment | |
| 650 | 4 | |a neurocognitive profile | |
| 650 | 4 | |a very preterm | |
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| 700 | 1 | |a De Marchis, Chiara |e verfasserin |4 aut | |
| 700 | 1 | |a Coletti, Maria Franca |e verfasserin |4 aut | |
| 700 | 1 | |a Gentile, Simonetta |e verfasserin |4 aut | |
| 700 | 1 | |a Dall'Oglio, Anna Maria |e verfasserin |4 aut | |
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