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Journal of Pediatric Psychology Advance Access published online on March 1, 2006
Journal of Pediatric Psychology, 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@oxfordjournals.org
Received June 14, 2005
Revised January 24, 2006
Accepted February 9, 2006

Article

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

Stefan Samuelsson PhD 1 *, Orvar Finnström MD, PhD 2, Olof Flodmark MD, PhD 3, Per-Olof Gäddlin MD 4, Ingemar Leijon MD, PhD 2, and Marie Wadsby PhD 5

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

* To whom correspondence should be addressed.
Stefan Samuelsson, E-mail: stesa{at}ibv.liu.se


  Abstract

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.

Keywords: longitudinal study; low-birthweight; reading skills.
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