Developmental trajectories of late preterm infants and predictors of academic performance

BackgroundThe trajectories of late preterm development from infancy to kindergarten reading and math, and predictors of academic resilience and risk are unknown.MethodsSample included 1200 late preterm infants (LPIs) from the Early Childhood Longitudinal Study, Birth Cohort. Objective measurements of development at 9 and 24 months (Bayley-SFR) and reading and math academic achievement at preschool and kindergarten were standardized; trajectories of late preterm development from 9 months to kindergarten reading and math were identified using latent class growth analysis. Multinomial logistic regression [aOR, 95% CI] identified predictors of academic resilience and risk.ResultsFour trajectory groups were observed for reading and three for math. More optimal trajectories (in reading and math) and academic resilience were associated with experiencing sensitive parenting and preschool attendance. Suboptimal (at-risk) trajectories (in reading or math) and an increased odds of academic risk were associated with

Automated summary

This study investigates the trajectories of late preterm development from infancy to kindergarten reading and math, as well as predictors of academic resilience and risk. The results show that sensitive parenting and preschool attendance are associated with more optimal development trajectories and academic resilience, while suboptimal development and increased academic risk are not related to these factors.