title: Academic achievement and educational resource use of very low birth weight (VLBW) survivors.
abstract: Thirty-nine very low birth weight (VLBW) and 32 normal birth weight (NBW) elementary school children were studied prospectively to determine patterns of academic achievement and special education resource use during the elementary school years. Reading, spelling, and mathematical abilities were evaluated. Mean scores for the VLBW children were significantly lower on the mathematic subtests. VLBW study participants experienced more grade retention (43% vs. 23%) and required 2.8 times more special academic assistance than their NBW peers. Thus, providing special educational resources for VLBW children is essential.
authors.affiliation: Thomas Jefferson University Hospital in Philadelphia, PA, USA.
authors.forename: B D
authors.initials: BD
authors.lastname: Schraeder
authors.forename: M A
authors.initials: MA
authors.lastname: Heverly
authors.forename: C
authors.initials: C
authors.lastname: O'Brien
authors.forename: R
authors.initials: R
authors.lastname: Goodman
mesh_terms: D000293:Adolescent; D000328:Adult; D002648:Child; D002658:Developmental Disabilities / Q000209:etiology*; D004519:Education, Special; D004522:Educational Status; D005260:Female; D006301:Health Services Needs and Demand; D006801:Humans; D007231:Infant, Newborn; D019102:Infant, Very Low Birth Weight; D008297:Male; D011446:Prospective Studies; D017741:Survivors