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Volume 153, Issue 1, Pages 25-31 (July 2008)


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School Outcomes of Late Preterm Infants: Special Needs and Challenges for Infants Born at 32 to 36 Weeks Gestation

Lisa J. Chyi, MDCorresponding Author Informationemail address, Henry C. Lee, MD, MS, Susan R. Hintz, MD, MS, Jeffrey B. Gould, MD, MPH, Trenna L. Sutcliffe, MD, MS

Received 19 September 2007; received in revised form 27 December 2007; accepted 23 January 2008. published online 20 March 2008.

Refers to article:
School Outcome in Late Preterm Infants: A Cause for Concern
Lucky Jain
The Journal of Pediatrics
July 2008 (Vol. 153, Issue 1, Pages 5-6)
Full Text | Full-Text PDF (115 KB)
Objective

Because limited long-term outcome data exist for infants born at 32 to 36 weeks gestation, we compared school outcomes between 32- to 33-week moderate preterm (MP), 34-36 week late preterm (LP) and full-term (FT) infants.

Study design

A total of 970 preterm infants and 13 671 FT control subjects were identified from the Early Childhood Longitudinal Study-Kindergarten Cohort. Test scores, teacher evaluations, and special education enrollment from kindergarten (K) to grade 5 were compared.

Results

LP infants had lower reading scores than FT infants in K to first grade (P < .05). Adjusted risk for poor reading and math scores remained elevated in first grade (P < .05). Teacher evaluations of math skills from K to first grade and reading skills from K to fifth grade were worse for LP infants (P < .05). Adjusted odds for below average skills remained higher for math in K and for reading at all grades (P < .05). Special education participation was higher for LP infants at early grades (odds ratio, 1.4-2.1). MP infants had lower test and teacher evaluation scores than FT infants and twice the risk for special education at all grade levels.

Conclusions

Persistent teacher concerns through grade 5 and greater special education needs among MP and LP infants suggest a need to start follow-up, anticipatory guidance, and interventions for infants born at 32 to 36 weeks gestation.

Department of Pediatrics, Division of Neonatal and Developmental Medicine, Stanford University, Palo Alto, CA.

Corresponding Author InformationReprint requests: Lisa J. Chyi, MD, Department of Pediatrics, Division of Neonatal and Developmental Medicine, 750 Welch Rd, Suite 315, Palo Alto, CA 94304.

PII: S0022-3476(08)00068-1

doi:10.1016/j.jpeds.2008.01.027


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