Mathematics Deficiencies in Children with Very Low Birth Weight or Very Preterm Birth

Autor/inn/en	Taylor, H. Gerry; Espy, Kimberly Andrews; Anderson, Peter J.
Titel	Mathematics Deficiencies in Children with Very Low Birth Weight or Very Preterm Birth
Quelle	In: Developmental Disabilities Research Reviews, 15 (2009) 1, S.52-59 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5510
DOI	10.1002/ddrr.51
Schlagwörter	Body Weight; Learning Disabilities; Mathematics Achievement; Premature Infants; Mathematics Skills; At Risk Students; Neonates; Neurological Organization; Neurological Impairments; Brain; Cognitive Ability; Gender Differences; Age Differences + Suchen Sie Ihr Suchwort? Körpergewicht; Learning handicap; Lernbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Frühgeburt; Mathematics ability; Neugeborenes Kind; Neurodegenerative Erkrankung; Gehirn; Denkfähigkeit; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	Children with very low birth weight (VLBW, less than 1500 g) or very preterm birth (VPTB, less than 32 weeks gestational age or GA) have more mathematics disabilities or deficiencies (MD) and higher rates of mathematics learning disabilities (MLD) than normal birth weight term-born children (NBW, greater than 2500 g and greater than 36 weeks GA). MD are found even in children without global disorders in cognition or neurosensory status and when IQ is controlled, and they are associated with other learning problems and weaknesses in perceptual motor abilities and executive function. Factors related to poorer mathematics outcomes include lower birth weight and GA, neonatal complications, and possible abnormalities in brain structure. While little is known about the nature of MD in these children, studies of MLD in other neurodevelopmental disorders and in children with learning disabilities provide useful models for further investigation. Further investigation of the neuropsychological and neuropathological correlates of distinct types of mathematics difficulties is also needed. Studies along these lines will yield information about the unique features of MD in children with VLBW/VPTB and about the nature and origins of poor mathematics achievement more generally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10