title: Prematurity and school readiness in a nationally representative sample of Australian children: does typically occurring preschool moderate the relationship?
abstract: OBJECTIVE
  This study aims to examine the relationship between indicators of prematurity and children's cognitive and behavioral school readiness in a nationally representative sample and to investigate whether typically occurring preschool enrollment moderates this relationship, particularly for children from disadvantaged families in Australia.
  
  
  METHODS
  The Longitudinal Study of Australian Children is a nationally representative prospective sample of two cohorts of children with sequentially obtained indicators of child health and developmental outcomes. We analyzed information on 8060 children aged 4-5 years who had complete data on birth weight, gestational age, prenatal risks, social factors, and cognitive and behavioral outcomes of school readiness. Multivariate regressions were used to relate three indicators of prematurity (low birth weight, preterm birth, and small for gestational age) to cognitive and behavioral school readiness.
  
  
  RESULTS
  Children born preterm, small for gestational age, or with low birth weight have significantly lower cognitive school readiness after controlling for social factors and prenatal risks. None of the premature indicators were associated with behavioral school readiness. All children benefited from attending preschool. Yet, preschool enrollment did not moderate the relationship between prematurity and school readiness. The only exception is for small for gestational age survivors with low educated mothers. Preschool enrollment was associated with an increase in cognitive school readiness skills.
  
  
  CONCLUSIONS
  Prematurity was associated with lower cognitive school readiness skills. Typical occurring preschool did not eliminate this association. Findings suggest that simply expanding the preschool enrollment is inadequate to address the developmental needs of premature children from disadvantaged backgrounds.
authors.affiliation: Department of Sociology, National Chengchi University, Taipei, Taiwan 64 Section 2, Zhinan Road, Taipei, Taiwan 11605. Electronic address: jenhao78@gmail.com.
authors.forename: Jen-Hao
authors.initials: JH
authors.lastname: Chen
authors.affiliation: Harris School of Public Policy Studies, University of Chicago, Chicago, IL, United States.
authors.forename: Amy
authors.initials: A
authors.lastname: Claessens
authors.affiliation: Section of Developmental and Behavioral Pediatrics University of Chicago Comer Children's Hospital, Chicago, IL, United States; JP Kennedy Research Center on Intellectual and Developmental Disabilities, University of Chicago, Chicago, IL, United States.
authors.forename: Michael E
authors.initials: ME
authors.lastname: Msall
mesh_terms: D001315:Australia; D002648:Child; D002675:Child, Preschool; D002658:Developmental Disabilities / Q000453:epidemiology; D005260:Female; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D007234:Infant, Premature / Q000254:growth & development*; D008137:Longitudinal Studies; D008297:Male; D012574:Schools; D012923:Social Class
keywords: Birth weight; Cognitive and behavioral development; Health disparities; LBW; LSAC; Longitudinal Study of Australian Children; PPVT; Peabody Picture Vocabulary Test; Preschool; SDQ; School readiness; Strength and Difficulties Questionnaire; WAI; Who Am I?; low birth weight