Early Childhood Education Journal

, Volume 39, Issue 2, pp 95–102

Academic Outcomes for Children Born Preterm: A Summary and Call for Research

  • Milena Keller-Margulis
  • Allison Dempsey
  • Ashlie Llorens
Article

DOI: 10.1007/s10643-011-0446-0

Cite this article as:
Keller-Margulis, M., Dempsey, A. & Llorens, A. Early Childhood Educ J (2011) 39: 95. doi:10.1007/s10643-011-0446-0
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Abstract

The developmental outcomes for children born preterm have been examined by many, with results unequivocally indicating that children born preterm tend to have poorer cognitive outcomes and more developmental difficulties. Less attention has been paid to academic outcomes. The purpose of this paper is to review the academic skills assessment of children born preterm, examine the methodologies used to ascertain skill deficits, and identify essential directions for future research. Overwhelmingly the results of studies of academic skills indicate that children born preterm function lower than their full term peers. The methodological flaws with existing studies that impede broad conclusions about specific skill deficits will be discussed. It is critical that future research examine the academic skill deficits contributing to disability status so that effective early intervention strategies may be developed and implemented.

Keywords

Children born pretermAcademic skillsAcademic outcomesSpecial education

Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  • Milena Keller-Margulis
    • 1
  • Allison Dempsey
    • 1
  • Ashlie Llorens
    • 1
  1. 1.Department of Educational PsychologyUniversity of HoustonHoustonUSA