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Journal of Learning Disabilities, Vol. 38, No. 2, 130-141 (2005)
DOI: 10.1177/00222194050380020301

Learning Disabilities in Children with Very Low Birthweight

Prevalence, Neuropsychological Correlates, and Educational Interventions

Jonathan Litt

Case Western Reserve University (CWRU) School of Medicine

H. Gerry Taylor

Pediatric neuropsychology service at Rainbow Babies & Children's Hospital of University Hospitals of Cleveland

Nancy Klein

Cleveland State University

Maureen Hack

CWRU, Rainbow Babies & Children's Hospital of University Hospitals of Cleveland

This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, < 1,500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders who had at least low average IQ. Participants included 31 children with < 750 g birthweight, 41 with 750—1,499 g birthweight, and 52 controls. The < 750 g group obtained lower scores in math, IQ, and perceptual—organizational skills than the term-born group. The < 750 g group also had higher rates of past and present LD than the controls. Despite these differences, the groups did not differ significantly in rates of special education or tutorial/remedial assistance. These findings suggest that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers and that further efforts are needed to improve identification and treatment of these learning problems.


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