School readiness of moderately preterm children at preschool age

Perricone G; Morales Mr; Anzalone G

Risultato della ricerca: Article

4 Citazioni (Scopus)

Abstract

The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age = 62 months, mean gestational age = 34.6 weeks), without any clinical neonatal complications, and low birth weight (M = 2,100 g, SD = 350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 e n2 = 55) = 35, p = 0.04, r = 0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.45], premathematics [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.44], and the total score [U (n1 e n2 = 55) = 31, p = 0.02, r = 0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.
Lingua originaleEnglish
pagine (da-a)1333-1343
Numero di pagine11
RivistaEuropean Journal of Psychology of Education
Volume28
Stato di pubblicazionePublished - 2013

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school readiness
preschool age
Preschool Children
Learning Disorders
learning disability
Psychomotor Performance
Motor Skills
Aptitude
questionnaire
Low Birth Weight Infant
Linguistics
Cognition
Gestational Age
primary school
cognition
deficit
comprehension
Theoretical Models
research project
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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School readiness of moderately preterm children at preschool age. / Perricone G; Morales Mr; Anzalone G.

In: European Journal of Psychology of Education, Vol. 28, 2013, pag. 1333-1343.

Risultato della ricerca: Article

Perricone G; Morales Mr; Anzalone G 2013, 'School readiness of moderately preterm children at preschool age', European Journal of Psychology of Education, vol. 28, pagg. 1333-1343.
Perricone G; Morales Mr; Anzalone G. / School readiness of moderately preterm children at preschool age. In: European Journal of Psychology of Education. 2013 ; Vol. 28. pagg. 1333-1343.
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abstract = "The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age = 62 months, mean gestational age = 34.6 weeks), without any clinical neonatal complications, and low birth weight (M = 2,100 g, SD = 350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 e n2 = 55) = 35, p = 0.04, r = 0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.45], premathematics [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.44], and the total score [U (n1 e n2 = 55) = 31, p = 0.02, r = 0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.",
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AB - The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age = 62 months, mean gestational age = 34.6 weeks), without any clinical neonatal complications, and low birth weight (M = 2,100 g, SD = 350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 e n2 = 55) = 35, p = 0.04, r = 0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.45], premathematics [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.44], and the total score [U (n1 e n2 = 55) = 31, p = 0.02, r = 0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.

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