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. 2021 Apr 13;21:169. doi: 10.1186/s12887-021-02641-z

Table 3.

Number of impairments in cognitive domains in relation to educational achievement

Educational achievement Preterm children (n = 60) Control children (n = 120)
Normal education n = 31 (52%) 1 (0–2) n = 112 (93%) 1 (0–1)
Normal education, repeated classes n = 23 (38%) 3 (2–4) n = 6 (5%) 2.5 (1.5–4)
Special educational classes n = 6 (10%) 4.5 (1.5–5) n = 2 (2%) 3.5 (2–5)

Data are given as number of children (percentage) followed by median number of cognitive domains with suspect-abnormal outcomes (25th–75th percentile)