Published in the open access journal JAMA Network Open, this systematic review and meta-analysis considers the associations between premature birth and academic achievement in reading and maths.
Melinda McBryde and colleagues looked at 33 unique studies comparing the academic outcomes of school-age children who were born prematurely (n=4,006) with children born full-term (n=3,317). The meta-analysis compared mean scores from standardised tests of reading and maths (and associated subskills).
The results showed that children who were born prematurely scored lower on reading comprehension and applied mathematical problems than their full-term peers. Premature children also scored lower than their term-born peers in maths calculation, decoding, mathematical knowledge, word identification and mathematical fluency.
Extremely premature children (those born at less than 28 weeks’ gestation) had significantly lower reading performance compared with children born full-term. However, children born at 28 to 32 weeks’ gestation did not exhibit later reading deficits compared with full-term peers.
Looking at the ages when assessments were carried out, in reading, prematurely born children ages 5 to 8 performed significantly worse than full-term peers, as did those ages 9 to 11. Reading deficits were significant but less pronounced when children were assessed at 12 to 18. In contrast, the magnitude of deficits in maths in prematurely born children was similar across age groups.
Source: Academic outcomes of school-aged children born preterm: A systematic review and meta-analysis (April 2020), JAMA Network Open. 2020;3(4)