Abstract

To capture a snapshot of the late-preterm academic phenotype in adolescence, and to address a research gap in empirical investigation, the researcher in the present study compared disability- and mathematics-related eighth-grade age outcomes of those born late-preterm (n = 330), to full-term (n = 5434) peers. Through an analysis of Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) the researcher in the present study examined the impact of late-preterm birth on disability-related school outcomes in adolescent-age, as measured by (1) presence of special education services; (2) presence of learning disability or other disability; (3) and presence of increased behavioral or attention needs. The researcher examined the impact of late-preterm birth on mathematics-related school outcomes in adolescent-age, as measured by (1) adolescent participant performance in mathematics; (2) adolescent participant engagement in mathematics; (3) and adverse adolescent participant outcomes in mathematics. The researcher found adolescent participants born late-preterm had greater risk of school report of provided special education services; parent report of disability; mathematics teacher report of attention-related adverse outcomes; and mathematics teacher report of decreased ability, incongruent with student's typical performance on ECLS-K standardized assessment.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Dieker, Lisa

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Exceptional Education Track

Format

application/pdf

Identifier

CFE0008227; DP0023581

URL

https://purls.library.ucf.edu/go/DP0023581

Language

English

Release Date

August 2020

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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