Background. The aim of this paper was to evaluate school learning in early treated CH children in order to investigate whether and how this pathology influences school performance. Methods. Using a sample of 50 early treated CH children who have received regular followup at our Institute, 20 subjects attending primary (grade) school or the final year of nursery school for assessment of school learning have been selected. Results were compared with a class/grade matched control group. Evaluations of cognitive, motor and language development, T4 level determined at birth, thyroid disorder and socio-cultural level of the family background were examined in relation to the school performance of each child. Results. The evaluations showed that out of 20 CH children, 5 (25%) presented generalized learning disorders. This percentage is higher than in the normal population (3-4%). When learning disorder findings were correlated with data pertaining to motor, speech and cognitive development, socio-cultural level and thyroid disorder, it was found that children with generalized learning difficulties presented more severe motor and speech disorders, a lower intelligence quotient and a lower socio-cultural background than children achieving higher scores in school tests. Conclusions. The conclusion is drawn that early treated CH children of same age have more learning difficulties daring nursery school, while they have normal learning performances during primary school.
|Translated title of the contribution||Early treated congenital hypothyroidism. School learning evaluation|
|Number of pages||8|
|Publication status||Published - Jan 1998|
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health