NIH R01 · 2025
Project Summary Over 10% of infants are born preterm (gestational age < 37 weeks), and these rates are on the rise. Preterm-born (PTB) children face an increased risk of academic difficulties compared to Term peers, with specific and persistent difficulties in mathematical development. Success in math is consequential – higher math skill predicts greater school success, wealth, health, and life satisfaction. Despite their prevalence and importance, however, the underlying mechanisms of math difficulties in PTB children remain poorly understood. The goal of this project is to pinpoint the mechanisms that underlie mathematical difficulties in PTB children during the transition to formal…
From the public funding record at NIH RePORTER. Describes the funded project, not the reviews below.