The relationship between preterm birth and academic achievement among diverse early-life lingual environments Público
Judson, Emily (Spring 2019)
Published
Abstract
Objective
Early cognitive development is an important predictor of children’s academic success as well as their health and life accomplishments. There is evidence that preterm birth is associated with cognitive development. However, the effect of early-life lingual environment on cognitive development is mixed. To our knowledge, there has been no examination of the combined effect of preterm birth and lingual environment. In this analysis, we aim to understand the independent effects of gestational age (GA) and lingual environment on cognitive outcomes, as well as the interaction of the two.
Methods
Data from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) were used. We examined kindergarten reading and mathematics scale scores for 3,814 children born in 2001. Linear regression was used to understand the independent and joint effects of GA and lingual environment on cognitive development, using academic achievement as a proxy.
Results
Main effects of GA were associated with cognitive outcomes in all models. After adjusting for covariates, main effects of lingual environment were not associated with cognitive outcomes. The linear regression models indicated that when adjusting for household socioeconomic status, child race/ethnicity, and maternal education and maternal age at delivery, there was no evidence of interaction between preterm birth and early-life lingual environment, except among early preterm children.
Conclusion
This analysis provides evidence of the association between preterm birth and cognitive development. Further research is needed to understand the factors that are creating the disparity in cognitive development between children born preterm compared to those that are not. These results will help inform educators and policymakers that household language is not the driving force of academic achievement.
Table of Contents
Introduction and Literature Review 1
Cognitive Development and Academic Achievement 3
Social and Environmental Disparities of Development 4
Early Development Predicts Educational Success 6
Predictors of Cognitive Development 7
Preterm Birth 7
Early-life lingual environment 11
Purpose 14
Methods 16
Study Sample 16
Results 20
Discussion 23
Strengths and Limitations 25
Future Directions 26
References 27
Tables 35
Table 1 35
Table 2 37
Table 3 38
Table 4 39
Figures 40
Figure 1 40
Figure 2 41
Figure 3 42
Appendix 44
IRB Approval 44
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