Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age

Cognitive Assessment of Very Preterm School-age Children by Chronological vs. Corrected Age

Children born preterm (≤ 37 weeks) are at higher risk of developing cognitive problems and score lower on cognitive developmental assessments than full-term children. The objective of the paper is to analyse the impact of correction for prematurity on IQ scores amongst preterm born children at schoo...

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Bibliographic Details
Main Authors:	Yolanda Sánchez-Sandoval, Agustina Lambrisca, Isabel Benavente-Fernández, Laura Lacalle, Melissa L. Martínez-Shaw
Format:	Article
Language:	English
Published:	Colegio Oficial de Psicólogos de Madrid 2025-01-01
Series:	Psicología Educativa: Revista de los Psicólogos de la Educación
Subjects:	preterm birth prematurity cognitive assessment intelligence quotient iq age correction school age wisc-v
Online Access:	https://journals.copmadrid.org/psed/art/psed2025a4
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