Cognitive and learning outcomes in late preterm infants at school age: a systematic review

Late preterm children born between 340/7 and 366/7 weeks' gestation account for ≈70% of prematurely born infants. There is growing concern about this population at risk of mild neurodevelopmental problems, learning disabilities and lower academic performance. Following the Preferred Reporting I...

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Autores: Martínez Nadal, Silvia, Bosch Galceran, Laura
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/176147
Acceso en línea:https://hdl.handle.net/2445/176147
Access Level:acceso abierto
Palabra clave:Infants prematurs
Aprenentatge cognitiu
Rendiment acadèmic
Premature infants
Cognitive learning
Academic achievement
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spelling Cognitive and learning outcomes in late preterm infants at school age: a systematic reviewMartínez Nadal, SilviaBosch Galceran, LauraInfants prematursAprenentatge cognitiuRendiment acadèmicPremature infantsCognitive learningAcademic achievementLate preterm children born between 340/7 and 366/7 weeks' gestation account for ≈70% of prematurely born infants. There is growing concern about this population at risk of mild neurodevelopmental problems, learning disabilities and lower academic performance. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this paper analyzes recent published evidence from 16selected studies involving late preterm children and control group assessments at preschool and/or school age, mainly focusing on cognitive functioning, language learning and academic achievement. The review identifies the assessment tools used in these studies (standardized tests, parental questionnaires and laboratory tasks) and the areas being evaluated from preschool (age 3 years) to primary school levels. Results reveal the presence of mild difficulties, pointing to suboptimal outcomes in areas such as executive function, short term verbal memory, literacy skills, attention and processing speed. Some difficulties are transient, but others persist, possibly compromising academic achievement, as suggested by the few studies reporting on higher risk for poor school performance. Given the increasing number of late preterm children in our society the review highlights the need to implement screening strategies to facilitate early risk detection and minimize the negative effects of this morbidity in childhood.MDPI2021202120202021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion24 p.application/pdfhttps://hdl.handle.net/2445/176147Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.3390/ijerph18010074International Journal of Environmental Research and Public Health, 2020, vol. 18, num. 1, p. 74https://doi.org/10.3390/ijerph18010074cc-by (c) Martínez Nadal, Silvia et al., 2020http://creativecommons.org/licenses/by/3.0/esinfo:eu-repo/semantics/openAccessoai:recercat.cat:2445/1761472026-05-29T05:05:01Z
dc.title.none.fl_str_mv Cognitive and learning outcomes in late preterm infants at school age: a systematic review
title Cognitive and learning outcomes in late preterm infants at school age: a systematic review
spellingShingle Cognitive and learning outcomes in late preterm infants at school age: a systematic review
Martínez Nadal, Silvia
Infants prematurs
Aprenentatge cognitiu
Rendiment acadèmic
Premature infants
Cognitive learning
Academic achievement
title_short Cognitive and learning outcomes in late preterm infants at school age: a systematic review
title_full Cognitive and learning outcomes in late preterm infants at school age: a systematic review
title_fullStr Cognitive and learning outcomes in late preterm infants at school age: a systematic review
title_full_unstemmed Cognitive and learning outcomes in late preterm infants at school age: a systematic review
title_sort Cognitive and learning outcomes in late preterm infants at school age: a systematic review
dc.creator.none.fl_str_mv Martínez Nadal, Silvia
Bosch Galceran, Laura
author Martínez Nadal, Silvia
author_facet Martínez Nadal, Silvia
Bosch Galceran, Laura
author_role author
author2 Bosch Galceran, Laura
author2_role author
dc.subject.none.fl_str_mv Infants prematurs
Aprenentatge cognitiu
Rendiment acadèmic
Premature infants
Cognitive learning
Academic achievement
topic Infants prematurs
Aprenentatge cognitiu
Rendiment acadèmic
Premature infants
Cognitive learning
Academic achievement
description Late preterm children born between 340/7 and 366/7 weeks' gestation account for ≈70% of prematurely born infants. There is growing concern about this population at risk of mild neurodevelopmental problems, learning disabilities and lower academic performance. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this paper analyzes recent published evidence from 16selected studies involving late preterm children and control group assessments at preschool and/or school age, mainly focusing on cognitive functioning, language learning and academic achievement. The review identifies the assessment tools used in these studies (standardized tests, parental questionnaires and laboratory tasks) and the areas being evaluated from preschool (age 3 years) to primary school levels. Results reveal the presence of mild difficulties, pointing to suboptimal outcomes in areas such as executive function, short term verbal memory, literacy skills, attention and processing speed. Some difficulties are transient, but others persist, possibly compromising academic achievement, as suggested by the few studies reporting on higher risk for poor school performance. Given the increasing number of late preterm children in our society the review highlights the need to implement screening strategies to facilitate early risk detection and minimize the negative effects of this morbidity in childhood.
publishDate 2020
dc.date.none.fl_str_mv 2020
2021
2021
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/176147
url https://hdl.handle.net/2445/176147
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3390/ijerph18010074
International Journal of Environmental Research and Public Health, 2020, vol. 18, num. 1, p. 74
https://doi.org/10.3390/ijerph18010074
dc.rights.none.fl_str_mv cc-by (c) Martínez Nadal, Silvia et al., 2020
http://creativecommons.org/licenses/by/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Martínez Nadal, Silvia et al., 2020
http://creativecommons.org/licenses/by/3.0/es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 24 p.
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
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