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- Samuelsson, S, et al.
(författare)
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Phonological and surface profiles of reading difficulties among very low birth weight children : Converging evidence for the developmental lag hypothesis.
- 2000
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Ingår i: Scientific Studies of Reading. - 1088-8438 .- 1532-799X. ; 4:3, s. 197-217
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to test the developmental lag hypothesis, which assumes that a surface pattern of reading difficulties should be attributed to a general developmental delay rather than to specific deficits in the acquisition of orthographic decoding skills. We compared a sample of very low birth weight children (less than 1,500 g), known to be at higher risk of a general developmental delay, with a group of same-age, normal readers. Following the same regression-based procedures seen in the work of Castles and Coltheart (1993); Manis, Seidenberg, Doi, McBride-Chang, and Petersen (1996); and Stanovich, Siegel, and Gottardo (1997), we found that only 1 very low birth weight child could be classified as phonologically dyslexic, whereas 12 out of 60 very low birth weight children were identified as surface dyslexic. This subgroup of children with surface dyslexia was impaired not only in all reading measures employed in this study, but also in several behavioral domains associated with a developmental lag.
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- Finnström, Orvar, 1938-, et al.
(författare)
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Very-low-birth-weight children at school age : Academic achievement, behavior and self-esteem and relation to risk factors
- 2003
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Ingår i: The Journal of Maternal-Fetal & Neonatal Medicine. - 1476-7058 .- 1476-4954. ; 14:2, s. 75-84
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To investigate school performance, behavior and self-esteem of children with very low birth weight (VLBW). Methods: All children with birth weight below 1501 g (VLBW) and normal birth weight controls, born in the south-east region of Sweden during a 15-month period in 1987-88, were enrolled in a prospective follow-up study. At the age of 9 years, 81% and 82%, respectively, were re-examined regarding growth, neurofunctional classification, academic achievement tests, need for special education and behavioral problems. At 12 years, 89% and 76%, respectively, were re-examined regarding growth, neurofunctional classification, visual acuity and self-esteem. Results: VLBW children were shorter and lighter, and differed from the controls with regard to neurological functional classification. They produced poorer results in most academic achievement tests. When the comparison was restricted to children with normal intelligence, almost all the differences in other academic achievements disappeared. VLBW children had more reading difficulties but were less often than expected defined as dyslexics compared to control children. We did not find any major disparity in visual acuity and self-esteem between the groups. Low Apgar scores, intracranial hemorrhage and the need for mechanical ventilation neonatally were associated with poorer results in most outcome measures. Neurofunctional assessments in early childhood were associated with most outcome measures. The mother's education was related to delayed reading skills and need for special education. Conclusions: Although VLBW children performed less well in most academic achievement tests and on some behavioral subscales, those who had a normal intellectual capacity did not differ in any important aspects from the controls.
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- Svahn, MG, et al.
(författare)
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Adding functional entities to plasmids
- 2004
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Ingår i: The journal of gene medicine. - : Wiley. - 1099-498X .- 1521-2254. ; 66 Suppl 1, s. S36-S44
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Tidskriftsartikel (refereegranskat)
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