TY - JOUR
T1 - Executive dysfunction in poor readers born prematurely at high risk
AU - Frye, Richard E.
AU - Landry, Susan H.
AU - Swank, Paul R.
AU - Smith, Karen E.
N1 - Funding Information:
Correspondence should be addressed to Richard E. Frye, M.D., Ph.D., Department of Pediatrics, Division of Neurology and the Children’s Learning Institute, University of Texas Health Science Center at Houston, 7000 Fannin–UCT 2478, Houston, TX 77030. E-mail: [email protected] This study was supported by NIH Grant HD25128 to Dr. Susan Landry and NS046565 to Dr. Richard Frye.
PY - 2009/5
Y1 - 2009/5
N2 - This study examined the relation between a preterm birth and reading ability and whether children born preterm with poorer reading were more likely to show lower cognitive and executive functioning skills compared to children born at term with poor reading ability. Participants born at term (N = 97) and preterm (n = 156) were studied using the Woodcock-Johnson Test of Achievement Word Attack subtest (WJWA), Stanford-Binet Intelligence Scale, Comprehensive Evaluation of Language Fundamentals, and executive function tasks during the 3rd, 5th, and 7th grades. Children born prematurely were divided into low (N = 94) and high (N = 62) risk groups based on severity of neonatal complications. Growth in WJWA scores was used to cluster the sample into three reading ability groups. Contrary to predictions, children born preterm were not more likely to be in the poor reading group. Poorer reading ability was associated with lower language and cognitive scores. The effect of premature birth demonstrated fewer and weaker associations with such scores. A significant interaction between reading ability and birth status indicated that high risk prematurely born children with poor reading ability were more likely than the other groups to perform poorly on executive function tasks. These data suggest that better reading ability is associated with better neuropsychological function independent of prematurity.
AB - This study examined the relation between a preterm birth and reading ability and whether children born preterm with poorer reading were more likely to show lower cognitive and executive functioning skills compared to children born at term with poor reading ability. Participants born at term (N = 97) and preterm (n = 156) were studied using the Woodcock-Johnson Test of Achievement Word Attack subtest (WJWA), Stanford-Binet Intelligence Scale, Comprehensive Evaluation of Language Fundamentals, and executive function tasks during the 3rd, 5th, and 7th grades. Children born prematurely were divided into low (N = 94) and high (N = 62) risk groups based on severity of neonatal complications. Growth in WJWA scores was used to cluster the sample into three reading ability groups. Contrary to predictions, children born preterm were not more likely to be in the poor reading group. Poorer reading ability was associated with lower language and cognitive scores. The effect of premature birth demonstrated fewer and weaker associations with such scores. A significant interaction between reading ability and birth status indicated that high risk prematurely born children with poor reading ability were more likely than the other groups to perform poorly on executive function tasks. These data suggest that better reading ability is associated with better neuropsychological function independent of prematurity.
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U2 - 10.1080/87565640902805727
DO - 10.1080/87565640902805727
M3 - Article
C2 - 19437202
AN - SCOPUS:68149152286
SN - 8756-5641
VL - 34
SP - 254
EP - 271
JO - Developmental Neuropsychology
JF - Developmental Neuropsychology
IS - 3
ER -