Reading abilities in preterm children: a systematic review and meta-analysis
Author:
Funder
Universidad Internacional de La Rioja
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10339-024-01192-2.pdf
Reference86 articles.
1. Aarnoudse-Moens CSH, Weisglas-Kuperus N, van Goudoever JB, Oosterlaan J (2009) Meta-analysis of neurobehavioral outcomes in very preterm and/or very low birth weight children. Pediatrics 124(2):717–728. https://doi.org/10.1542/peds.2008-2816
2. Adlof SM, Catts HW, Little TD (2006) Should the simple view of reading include a fluency component? Read Writ 19:933–958. https://doi.org/10.1007/s11145-006-9024-z
3. Allotey J, Zamora J, Cheong-See F, Kalidindi M, Arroyo-Manzano D, Asztalos E, Post J, Mol B, Moore D, Birtles D, Khan K, Thangaratinam S (2018) Cognitive, motor, behavioural and academic performances of children born preterm: A meta-analysis and systematic review involving 64 061 children. BJOG an Int J Obstet Gynaecol 125(1):16–25. https://doi.org/10.1111/1471-0528.14832
4. Alterman N, Johnson S, Carson C, Petrou S, Rivero-Arias O, Kurinczuk JJ, Macfarlane A, Boyle E, Quigley MA (2021) Gestational age at birth and child special educational needs: a UK representative birth cohort study. Arch Dis Child 106(9):842–848. https://doi.org/10.1136/archdischild-2020-320213
5. American Psychological Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
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