早产儿的阅读能力:系统回顾和荟萃分析。

IF 1.7 4区 心理学 Q3 PSYCHOLOGY, EXPERIMENTAL
Cognitive Processing Pub Date : 2024-11-01 Epub Date: 2024-05-16 DOI:10.1007/s10339-024-01192-2
Mónica Gutiérrez-Ortega, Aitor Álvarez-Bardón, Esperanza Vergara-Moragues, Javier Tubío, Alejandro González-Andrade
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引用次数: 0

摘要

早产儿有特殊的学习困难,这一点已得到公认。本研究旨在对早产儿的阅读能力表现进行系统回顾和荟萃分析。在已确定的 486 项研究中,有 53 项符合纳入标准,产生了 143 个效应大小。共纳入 33500 名 5 至 18 岁的儿童,其中早产儿 13765 名,足月儿 19735 名。在没有神经发育障碍的早产儿中,在阅读子类别、字母-单词知识、阅读理解和拼写方面发现了显著差异和更大的效应大小,而在语音意识和快速自动命名方面则没有发现显著差异。极早产儿的效应大小更大。本荟萃分析包括了更多的研究,表明早产儿在阅读和拼写方面的表现低于足月儿。这一事实强调了设计、开发和实施考虑到早产儿特点的神经教育计划的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Reading abilities in preterm children: a systematic review and meta-analysis.

Reading abilities in preterm children: a systematic review and meta-analysis.

It is well recognized that children born preterm have specific learning difficulties. The objective of this study is to carry out a systematic review and meta-analysis on preterm children's reading ability performance. Of the 486 studies identified, 53 met the inclusion criteria, resulting in 143 effect sizes. 33,500 children between 5 and 18 years were included of whom 13,765 were preterm infants and 19,735 were full-term infants. Among preterm-born children without neurodevelopmental disorders significant differences and larger effect sizes were found in the reading subcategories, letter-word knowledge, reading comprehension, and spelling, whereas no significant differences were found in phonological awareness and rapid automatized naming. Extremely preterm children showed larger effect size. The present meta-analysis, which includes a much larger number of studies, shows that preterm children have lower performance than full-term children in reading and spelling. This fact underlines the need to design, develop and implement neuroeducational programs that take into account the characteristics of preterm born students.

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来源期刊
Cognitive Processing
Cognitive Processing PSYCHOLOGY, EXPERIMENTAL-
CiteScore
3.10
自引率
5.90%
发文量
44
期刊介绍: Cognitive Processing - International Quarterly of Cognitive Science is a peer-reviewed international journal that publishes innovative contributions in the multidisciplinary field of cognitive science.  Its main purpose is to stimulate research and scientific interaction through communication between specialists in different fields on topics of common interest and to promote an interdisciplinary understanding of the diverse topics in contemporary cognitive science. Cognitive Processing is articulated in the following sections:Cognitive DevelopmentCognitive Models of Risk and Decision MakingCognitive NeuroscienceCognitive PsychologyComputational Cognitive SciencesPhilosophy of MindNeuroimaging and Electrophysiological MethodsPsycholinguistics and Computational linguisticsQuantitative Psychology and Formal Theories in Cognitive ScienceSocial Cognition and Cognitive Science of Culture
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