@article{johnson_educational_2011,
	title = {Educational outcomes in extremely preterm children: neuropsychological correlates and predictors of attainment.},
	volume = {36},
	issn = {1532-6942},
	url = {http://www.ncbi.nlm.nih.gov/pubmed/21253992},
	doi = {10.1080/87565641.2011.540541},
	abstract = {This study assessed the impact of extremely preterm birth on academic attainment at 11 years of 
age, investigated neuropsychological antecedents of attainment in reading and mathematics, and 
examined early predictors of educational outcomes. Children born extremely preterm had significantly 
poorer academic attainment and a higher prevalence of learning difficulties than their term 
peers. General cognitive ability and specific deficits in visuospatial skills or phoneme deletion at 6 
years were predictive of mathematics and reading attainment at 11 years in both extremely preterm 
and term children. Phonological processing, attention, and executive functions at 6 years were also 
associated with academic attainment in children born extremely preterm. Furthermore, social factors, 
neonatal factors (necrotizing enterocolitis, breech delivery, abnormal cerebral ultrasound, early 
breast milk provision), and developmental factors at 30 months (head circumference, cognitive development), 
were independent predictors of educational outcomes at 11 years. Neonatal complications 
combined with assessments of early cognitive function provide moderate prediction for educational 
outcomes in children born extremely preterm.},
	number = {1},
	urldate = {2012-05-01},
	journal = {Developmental Neuropsychology},
	author = {Johnson, Samantha J. and Wolke, Dieter and Hennessy, Enid M. and Marlow, Neil},
	month = jan,
	year = {2011},
	pmid = {21253992},
	note = {Publisher: Psychology Press
ISBN: Johnson, Samantha J., Wolke, Dieter, Hennessy, Enid M. and Marlow, Neil (2011) Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment. Developmental Neuropsychology, Vol.36 (No.1). pp. 74-95. ISSN 8756-5641},
	keywords = {Age Factors, Child, Developmental Disabilities, Developmental Disabilities: diagnosis, Developmental Disabilities: physiopathology, Developmental Disabilities: psychology, Educational Status, Female, Gestational Age, Humans, Infant, Logistic Models, Longitudinal Studies, Male, Mathematics, Neuropsychological Tests, Newborn, Outcome Assessment (Health Care), Premature, RJ Pediatrics, Reading, Very Low Birth Weight},
	pages = {74--95},
}

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General cognitive ability and specific deficits in visuospatial skills or phoneme deletion at 6 years were predictive of mathematics and reading attainment at 11 years in both extremely preterm and term children. Phonological processing, attention, and executive functions at 6 years were also associated with academic attainment in children born extremely preterm. Furthermore, social factors, neonatal factors (necrotizing enterocolitis, breech delivery, abnormal cerebral ultrasound, early breast milk provision), and developmental factors at 30 months (head circumference, cognitive development), were independent predictors of educational outcomes at 11 years. Neonatal complications combined with assessments of early cognitive function provide moderate prediction for educational outcomes in children born extremely preterm.","number":"1","urldate":"2012-05-01","journal":"Developmental Neuropsychology","author":[{"propositions":[],"lastnames":["Johnson"],"firstnames":["Samantha","J."],"suffixes":[]},{"propositions":[],"lastnames":["Wolke"],"firstnames":["Dieter"],"suffixes":[]},{"propositions":[],"lastnames":["Hennessy"],"firstnames":["Enid","M."],"suffixes":[]},{"propositions":[],"lastnames":["Marlow"],"firstnames":["Neil"],"suffixes":[]}],"month":"January","year":"2011","pmid":"21253992","note":"Publisher: Psychology Press ISBN: Johnson, Samantha J., Wolke, Dieter, Hennessy, Enid M. and Marlow, Neil (2011) Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment. Developmental Neuropsychology, Vol.36 (No.1). pp. 74-95. 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Children born extremely preterm had significantly \npoorer academic attainment and a higher prevalence of learning difficulties than their term \npeers. General cognitive ability and specific deficits in visuospatial skills or phoneme deletion at 6 \nyears were predictive of mathematics and reading attainment at 11 years in both extremely preterm \nand term children. Phonological processing, attention, and executive functions at 6 years were also \nassociated with academic attainment in children born extremely preterm. Furthermore, social factors, \nneonatal factors (necrotizing enterocolitis, breech delivery, abnormal cerebral ultrasound, early \nbreast milk provision), and developmental factors at 30 months (head circumference, cognitive development), \nwere independent predictors of educational outcomes at 11 years. Neonatal complications \ncombined with assessments of early cognitive function provide moderate prediction for educational \noutcomes in children born extremely preterm.},\n\tnumber = {1},\n\turldate = {2012-05-01},\n\tjournal = {Developmental Neuropsychology},\n\tauthor = {Johnson, Samantha J. and Wolke, Dieter and Hennessy, Enid M. and Marlow, Neil},\n\tmonth = jan,\n\tyear = {2011},\n\tpmid = {21253992},\n\tnote = {Publisher: Psychology Press\nISBN: Johnson, Samantha J., Wolke, Dieter, Hennessy, Enid M. and Marlow, Neil (2011) Educational outcomes in extremely preterm children : neuropsychological correlates and predictors of attainment. Developmental Neuropsychology, Vol.36 (No.1). pp. 74-95. 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