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Learning Abilities in a Population of Italian Healthy Preterm Children at the End of Primary School

Author

Listed:
  • Silvia Bucci

    (Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy)

  • Francesca Bevilacqua

    (Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy)

  • Chiara De Marchis

    (Department of Neonatal Medicine and Surgery, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy)

  • Maria Franca Coletti

    (Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy)

  • Simonetta Gentile

    (Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy)

  • Anna Maria Dall’Oglio

    (Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy)

Abstract

Background : Delays in learning skills have been extensively reported for very preterm children. However, few studies have examined academic achievement profiles in Italian preterm children as a function of their neonatal immaturity. Methods: A cross-sectional study was performed that included 82 healthy Italian children born very and extremely preterm (without major neurosensory outcomes; IQ ≥85). Children were evaluated for academic and neurocognitive performances at the second cycle of primary school. Results : Healthy preterm children showed on average academic and neurocognitive profiles that did not differ according to gestational age. Impairment was seen to one or more learning domains in 14.6% of the healthy preterm children. Conclusions: Italian children born very and extremely preterm without major neurosensory damage and/or cognitive delay showed on average learning and neurocognitive profiles within the normal range, regardless of gestational age. Nevertheless, they showed higher proportions of learning impairment than a normative Italian population during their final years of primary school. Healthcare providers should be aware of this result, and long-term surveillance should be organized to promptly identify those children who are in need of therapeutic intervention.

Suggested Citation

  • Silvia Bucci & Francesca Bevilacqua & Chiara De Marchis & Maria Franca Coletti & Simonetta Gentile & Anna Maria Dall’Oglio, 2020. "Learning Abilities in a Population of Italian Healthy Preterm Children at the End of Primary School," IJERPH, MDPI, vol. 17(20), pages 1-23, October.
  • Handle: RePEc:gam:jijerp:v:17:y:2020:i:20:p:7599-:d:431353
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    References listed on IDEAS

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    1. Miguel Pérez-Pereira & María Pilar Fernández & María Luisa Gómez-Taibo & Zeltia Martínez-López & Constantino Arce, 2020. "A Follow-Up Study of Cognitive Development in Low Risk Preterm Children," IJERPH, MDPI, vol. 17(7), pages 1-13, March.
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    Cited by:

    1. Annalisa Guarini & Miguel Pérez Pereira & Anneloes van Baar & Alessandra Sansavini, 2021. "Special Issue: Preterm Birth: Research, Intervention and Developmental Outcomes," IJERPH, MDPI, vol. 18(6), pages 1-4, March.

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    1. Annalisa Guarini & Miguel Pérez Pereira & Anneloes van Baar & Alessandra Sansavini, 2021. "Special Issue: Preterm Birth: Research, Intervention and Developmental Outcomes," IJERPH, MDPI, vol. 18(6), pages 1-4, March.

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