Peer-reviewed article
Cognitive and Learning Outcomes in Late Preterm Infants at School Age: A Systematic Review
Sílvia Martínez-Nadal, Laura Bosch ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examines cognitive and learning outcomes in late preterm infants (born after 34 weeks gestation) as they reach school age. The review of 16 studies found that late preterm children show mild but persistent difficulties in executive function, memory, literacy, attention and processing speed compared to full-term peers. Some difficulties fade over time while others persist and may affect academic achievement. The authors call for early screening strategies to identify and support at-risk children.
Key points
- Late preterm infants account for approximately 70% of all premature births
- Identified difficulties include executive function, short-term verbal memory, literacy skills, attention and processing speed
- Some cognitive difficulties are transient while others persist into school age
- Few studies reported data on actual school performance and academic achievement outcomes
- Early screening strategies are needed to detect risk and minimize negative effects
Limitations
This is a systematic review that synthesizes existing studies rather than collecting new data, so it is limited by the quality and scope of available research. The review does not provide meta-analysis of effect sizes and relies on studies using different assessment tools and age ranges, limiting direct comparisons across studies.
Abstract
weeks' gestation account for ≈70% of prematurely born infants. There is growing concern about this population at risk of mild neurodevelopmental problems, learning disabilities and lower academic performance. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this paper analyzes recent published evidence from 16selected studies involving late preterm children and control group assessments at preschool and/or school age, mainly focusing on cognitive functioning, language learning and academic achievement. The review identifies the assessment tools used in these studies (standardized tests, parental questionnaires and laboratory tasks) and the areas being evaluated from preschool (age 3 years) to primary school levels. Results reveal the presence of mild difficulties, pointing to suboptimal outcomes in areas such as executive function, short term verbal memory, literacy skills, attention and processing speed. Some difficulties are transient, but others persist, possibly compromising academic achievement, as suggested by the few studies reporting on higher risk for poor school performance. Given the increasing number of late preterm children in our society the review highlights the need to implement screening strategies to facilitate early risk detection and minimize the negative effects of this morbidity in childhood.