TY - JOUR
T1 - Intelligence test at preschool-age predicts reading difficulty among school-aged very low birth weight infants in Japan
AU - Takeuchi, Akihito
AU - Ogino, Tatsuya
AU - Koeda, Tatsuya
AU - Oka, Makio
AU - Yorifuji, Takashi
AU - Takayanagi, Toshimitsu
AU - Sato, Kazuo
AU - Sugino, Noriko
AU - Bonno, Motoki
AU - Nakamura, Makoto
AU - Kageyama, Misao
N1 - Funding Information:
This research was funded by a grant from the National Hospital Organization (H24 Seiiku-03). We appreciate the valuable comments provided by Dr. Keizo Horibe and the attendees of the National Hospital Organization Child Health and Development Research Meeting. We also appreciate the valuable support of Mizuko Hashimoto and Hitomi Hanada. They have no conflict of interest to disclose.
Funding Information:
This research was funded by a grant from the National Hospital Organization (H24 Seiiku-03). We appreciate the valuable comments provided by Dr. Keizo Horibe and the attendees of the National Hospital Organization Child Health and Development Research Meeting. We also appreciate the valuable support of Mizuko Hashimoto and Hitomi Hanada. They have no conflict of interest to disclose.
Publisher Copyright:
© 2018 The Japanese Society of Child Neurology
PY - 2018/10
Y1 - 2018/10
N2 - Objective: To elucidate whether the results of an intelligence test at preschool age are predictive of reading difficulty (RD) at school age among very low birth weight infants (VLBWI). Methods: Subjects were 48 Japanese children whose birth weight was <1500 g and who regularly visited a follow-up clinic. All subjects completed the Wechsler Intelligence Scale for Children-III (WISC-III) during the last grade of kindergarten, and four reading tasks during the second to fourth grade of elementary school. All participants had a full-scale intelligence quotient score of 85 or higher. Subjects with a standard deviation reading time score greater than 2.0 in two or more tasks were considered to have RD. We evaluated the associations between each WISC-III score and RD using logistic regression analyses. Furthermore, we performed receiver operating characteristic (ROC) analysis to determine a cutoff WISC-III score predictive of RD. Results: In the mutually-adjusted model, the adjusted odds ratio per 1 score increase of freedom from distractibility (FD) was 0.832 (95% confidence interval: 0.720–0.962). In the ROC analysis, an FD score of <95.5 was chosen as the cutoff value for predicting RD (sensitivity, 0.77; specificity, 0.74). Conclusion: The present study indicated that a lower FD score at preschool age, which was associated with deficits in verbal working memory and attention, is a risk factor for RD at school age among Japanese VLBWI. Further investigation is desired to clarify the cognitive deficits underlying RD in Japanese-speaking preterm children, and to establish appropriate interventions for these children.
AB - Objective: To elucidate whether the results of an intelligence test at preschool age are predictive of reading difficulty (RD) at school age among very low birth weight infants (VLBWI). Methods: Subjects were 48 Japanese children whose birth weight was <1500 g and who regularly visited a follow-up clinic. All subjects completed the Wechsler Intelligence Scale for Children-III (WISC-III) during the last grade of kindergarten, and four reading tasks during the second to fourth grade of elementary school. All participants had a full-scale intelligence quotient score of 85 or higher. Subjects with a standard deviation reading time score greater than 2.0 in two or more tasks were considered to have RD. We evaluated the associations between each WISC-III score and RD using logistic regression analyses. Furthermore, we performed receiver operating characteristic (ROC) analysis to determine a cutoff WISC-III score predictive of RD. Results: In the mutually-adjusted model, the adjusted odds ratio per 1 score increase of freedom from distractibility (FD) was 0.832 (95% confidence interval: 0.720–0.962). In the ROC analysis, an FD score of <95.5 was chosen as the cutoff value for predicting RD (sensitivity, 0.77; specificity, 0.74). Conclusion: The present study indicated that a lower FD score at preschool age, which was associated with deficits in verbal working memory and attention, is a risk factor for RD at school age among Japanese VLBWI. Further investigation is desired to clarify the cognitive deficits underlying RD in Japanese-speaking preterm children, and to establish appropriate interventions for these children.
KW - Attention
KW - Dyslexia
KW - Japanese
KW - Preterm
KW - Reading difficulty
KW - VLBW
KW - Verbal working memory
KW - Very low birth weight infant
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U2 - 10.1016/j.braindev.2018.05.002
DO - 10.1016/j.braindev.2018.05.002
M3 - Article
C2 - 29793755
AN - SCOPUS:85047182814
SN - 0387-7604
VL - 40
SP - 735
EP - 742
JO - Brain and Development
JF - Brain and Development
IS - 9
ER -