Release date: 2-8-2011
Faculty Associate research highlighted: H. Gerry Taylor, PhD
Improvements in neonatal intensive care have led to the increasing survival of children born with extreme prematurity. These children typically suffer from a range of neurodevelopmental and health problems that affect a variety of aspects of their lives, including their academic abilities. Early recognition of academic issues and timely educational interventions are necessary to facilitate success for these children. By the time they enter kindergarten, children with extreme prematurity have begun to demonstrate educational and cognitive deficits. However, research has often focused on early outcomes as opposed to studying children at the time of school entry. In addition, few studies focus specifically on extremely premature children, who are at higher risk for negative outcomes. Research conducted by scholars at CWRU and colleagues seeks to bridge these gaps by identifying and addressing early academic consequences of extreme prematurity.