Visual perceptive skills account for very preterm children's mathematical difficulties in preschool

Sarit van Veen, Aleid G. van Wassenaer-Leemhuis, Anton H. van Kaam, Jaap Oosterlaan, Cornelieke S. H. Aarnoudse-Moens

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Background: Already in preschool, very preterm (VP) children perform worse than term born-children on preschool mathematical skills tests. Strong associations have been found between preschool mathematical skills, cognition and visual-motor integration. Aims: To compare VP children and their term-born peers on preschool mathematical achievement at the corrected age of five years, and determine whether cognitive, visual-perceptive, visual-motor, and motor-coordination skills, account for any significant differences observed. Study design: Single-center, consecutive cohort study with a term-born comparison group. Subjects: 54 five-year-old VP children and 28 term-born comparison children. Outcome measures: Standardized test for preschool mathematical skills (Dutch pupil monitoring system), cognitive skills (Wechsler Preschool and Primary Scale for Intelligence - third edition), visual-perception, visual-motor integration, and motor-coordination (Beery Visual-Motor Integration test - sixth edition). Group differences were analyzed with ANCOVAs, adjusting for maternal education, preschool grade, and time of assessment. Sobel's mediation analyses tested for possible mediation effects. Results: Preschool mathematical skills and visual perceptive skills were significantly lower in VP children than in term-born children (Cohen's d = 0.63, p = 0.01; Cohen's d = 0.84, p < 0.01, respectively). Sobel's test indicated a significant mediating effect of visual perceptive skills on the association between VP birth and preschool mathematical skills. Conclusions: At preschool age, VP children have poorer preschool mathematical skills compared to term-born peers; deficits that were fully accounted for by poor visual perceptive skills. Our findings indicate the relevance of screening visual perceptive skills at preschool age, enabling timely identification of children at risk for mathematical difficulties.
Original languageEnglish
Pages (from-to)11-15
JournalEarly Human Development
Volume129
DOIs
Publication statusPublished - 2019

Cite this

van Veen, Sarit ; van Wassenaer-Leemhuis, Aleid G. ; van Kaam, Anton H. ; Oosterlaan, Jaap ; Aarnoudse-Moens, Cornelieke S. H. / Visual perceptive skills account for very preterm children's mathematical difficulties in preschool. In: Early Human Development. 2019 ; Vol. 129. pp. 11-15.
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abstract = "Background: Already in preschool, very preterm (VP) children perform worse than term born-children on preschool mathematical skills tests. Strong associations have been found between preschool mathematical skills, cognition and visual-motor integration. Aims: To compare VP children and their term-born peers on preschool mathematical achievement at the corrected age of five years, and determine whether cognitive, visual-perceptive, visual-motor, and motor-coordination skills, account for any significant differences observed. Study design: Single-center, consecutive cohort study with a term-born comparison group. Subjects: 54 five-year-old VP children and 28 term-born comparison children. Outcome measures: Standardized test for preschool mathematical skills (Dutch pupil monitoring system), cognitive skills (Wechsler Preschool and Primary Scale for Intelligence - third edition), visual-perception, visual-motor integration, and motor-coordination (Beery Visual-Motor Integration test - sixth edition). Group differences were analyzed with ANCOVAs, adjusting for maternal education, preschool grade, and time of assessment. Sobel's mediation analyses tested for possible mediation effects. Results: Preschool mathematical skills and visual perceptive skills were significantly lower in VP children than in term-born children (Cohen's d = 0.63, p = 0.01; Cohen's d = 0.84, p < 0.01, respectively). Sobel's test indicated a significant mediating effect of visual perceptive skills on the association between VP birth and preschool mathematical skills. Conclusions: At preschool age, VP children have poorer preschool mathematical skills compared to term-born peers; deficits that were fully accounted for by poor visual perceptive skills. Our findings indicate the relevance of screening visual perceptive skills at preschool age, enabling timely identification of children at risk for mathematical difficulties.",
author = "{van Veen}, Sarit and {van Wassenaer-Leemhuis}, {Aleid G.} and {van Kaam}, {Anton H.} and Jaap Oosterlaan and Aarnoudse-Moens, {Cornelieke S. H.}",
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Visual perceptive skills account for very preterm children's mathematical difficulties in preschool. / van Veen, Sarit; van Wassenaer-Leemhuis, Aleid G.; van Kaam, Anton H.; Oosterlaan, Jaap; Aarnoudse-Moens, Cornelieke S. H.

In: Early Human Development, Vol. 129, 2019, p. 11-15.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Visual perceptive skills account for very preterm children's mathematical difficulties in preschool

AU - van Veen, Sarit

AU - van Wassenaer-Leemhuis, Aleid G.

AU - van Kaam, Anton H.

AU - Oosterlaan, Jaap

AU - Aarnoudse-Moens, Cornelieke S. H.

PY - 2019

Y1 - 2019

N2 - Background: Already in preschool, very preterm (VP) children perform worse than term born-children on preschool mathematical skills tests. Strong associations have been found between preschool mathematical skills, cognition and visual-motor integration. Aims: To compare VP children and their term-born peers on preschool mathematical achievement at the corrected age of five years, and determine whether cognitive, visual-perceptive, visual-motor, and motor-coordination skills, account for any significant differences observed. Study design: Single-center, consecutive cohort study with a term-born comparison group. Subjects: 54 five-year-old VP children and 28 term-born comparison children. Outcome measures: Standardized test for preschool mathematical skills (Dutch pupil monitoring system), cognitive skills (Wechsler Preschool and Primary Scale for Intelligence - third edition), visual-perception, visual-motor integration, and motor-coordination (Beery Visual-Motor Integration test - sixth edition). Group differences were analyzed with ANCOVAs, adjusting for maternal education, preschool grade, and time of assessment. Sobel's mediation analyses tested for possible mediation effects. Results: Preschool mathematical skills and visual perceptive skills were significantly lower in VP children than in term-born children (Cohen's d = 0.63, p = 0.01; Cohen's d = 0.84, p < 0.01, respectively). Sobel's test indicated a significant mediating effect of visual perceptive skills on the association between VP birth and preschool mathematical skills. Conclusions: At preschool age, VP children have poorer preschool mathematical skills compared to term-born peers; deficits that were fully accounted for by poor visual perceptive skills. Our findings indicate the relevance of screening visual perceptive skills at preschool age, enabling timely identification of children at risk for mathematical difficulties.

AB - Background: Already in preschool, very preterm (VP) children perform worse than term born-children on preschool mathematical skills tests. Strong associations have been found between preschool mathematical skills, cognition and visual-motor integration. Aims: To compare VP children and their term-born peers on preschool mathematical achievement at the corrected age of five years, and determine whether cognitive, visual-perceptive, visual-motor, and motor-coordination skills, account for any significant differences observed. Study design: Single-center, consecutive cohort study with a term-born comparison group. Subjects: 54 five-year-old VP children and 28 term-born comparison children. Outcome measures: Standardized test for preschool mathematical skills (Dutch pupil monitoring system), cognitive skills (Wechsler Preschool and Primary Scale for Intelligence - third edition), visual-perception, visual-motor integration, and motor-coordination (Beery Visual-Motor Integration test - sixth edition). Group differences were analyzed with ANCOVAs, adjusting for maternal education, preschool grade, and time of assessment. Sobel's mediation analyses tested for possible mediation effects. Results: Preschool mathematical skills and visual perceptive skills were significantly lower in VP children than in term-born children (Cohen's d = 0.63, p = 0.01; Cohen's d = 0.84, p < 0.01, respectively). Sobel's test indicated a significant mediating effect of visual perceptive skills on the association between VP birth and preschool mathematical skills. Conclusions: At preschool age, VP children have poorer preschool mathematical skills compared to term-born peers; deficits that were fully accounted for by poor visual perceptive skills. Our findings indicate the relevance of screening visual perceptive skills at preschool age, enabling timely identification of children at risk for mathematical difficulties.

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UR - https://www.ncbi.nlm.nih.gov/pubmed/30594822

U2 - 10.1016/j.earlhumdev.2018.12.018

DO - 10.1016/j.earlhumdev.2018.12.018

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JO - Early Human Development

JF - Early Human Development

SN - 0378-3782

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