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Journal of Pediatric Psychology Advance Access originally published online on March 1, 2006
Journal of Pediatric Psychology 2006 31(9):967-977; doi:10.1093/jpepsy/jsj108
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© The Author 2006. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oupjournals.org

A Longitudinal Study of Reading Skills Among Very-Low-Birthweight Children: Is There a Catch-up?

Stefan Samuelsson, PhD1,2, Orvar Finnström, MD, PhD3, Olof Flodmark, MD, PhD4, Per-Olof Gäddlin, MD5, Ingemar Leijon, MD, PhD3 and Marie Wadsby, PhD6

1 Department of Behavioral Sciences, Linköping University, 2 National Centre for Reading Education and Research, Stavanger University, 3 Department of Pediatrics, Linköping University Hospital, 4 Department of Neuroradiology, Karolinska University Hospital, Karolinska Institute, 5 Ryhov County Hospital, and 6 Department of Child and Adolescent Psychiatry, Linköping University Hospital

All correspondence concerning this article should be addressed to Stefan Samuelsson, PhD, Department of Behavioral Sciences, Linköping University, S-581 83 Linköping, Sweden. E-mail: stesa{at}ibv.liu.se.

Received June 14, 2005; revision received October 29, 2005, January 24, 2006; accepted February 9, 2006

Objective To examine the development of reading skills among very-low-birthweight (VLBW) children and to what extent reading difficulties at 9 years of age persist unchanged, are attenuated, or are enhanced at 15 years of age. Methods Fifty-six VLBW and 52 normal birthweight (NBW) children were assessed on word decoding, word recognition, and reading comprehension at 9 and 15 years of age. Results VLBW children showed deficits in reading skill at 9 years of age, while most differences obtained at 15 years of age did not reach significance. VLBW children improved their reading comprehension between 9 and 15 years of age more than NBW children, and when controlling for individual differences in IQ, VLBW children improved both their reading comprehension and word-recognition skill. Conclusion The results suggest that VLBW children display positive changes over time in reading skills.

Key words: longitudinal study; low-birthweight; reading skills.


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