School (Un)readiness of Children Born Very Prematurely and Its Relation to the Attentional System: Evidence from the Posner Cuing Paradigm Study

Abstract

ABSTRACT Research Findings: For early prevention of academic difficulties, it is crucial to identify developmental trajectories of preterm children with focus on the efficiency of basic cognitive processes. Thus, the aim of this study was to characterize school readiness of children born before 32 weeks of gestation and to investigate its potential relationship with the efficiency of attentional system. Thirty-four children born very prematurely, and 37 full-term children took part in the two-stage study. Both groups were recruited from the same urban area and children were of Polish nationality. They were tested twice: at 5th year of age (the efficiency of attentional system) and at 6th year of age (school readiness). The analyses revealed that at the age of 5 children born very prematurely exhibit less efficient attentional alerting and orienting. Further, the efficiency of attentional orienting of very preterm children was found to be a significant predictor of their auditory, language and visuo-spatial functions, and their socio-emotional development. Whereas the efficiency of the attentional orienting together with the executive aspect of attentional system predicted fine motor skills in this cohort. Practice or Policy: School readiness of very preterm children can be explained by these children’s efficiency of orienting and executive attentional mechanisms. Early interventions to improve attentional capabilities may strengthen school skills and positivelyimpact academic achievements of very preterm children.