Citation

Catroppa C, Anderson V. Pediatr. Rehabil. 1999; 3(4): 167-175.

Affiliation

Department of Psychology, Royal Children's Hospital, Parkville, Victoria, Australia. catroppc@cryptic.rch.unimelb.edu.au

Copyright

(Copyright © 1999, Informa - Taylor and Francis Group)

DOI

unavailable

PMID

10819429

Abstract

Academic success in the classroom is often dependent upon a child's ability in the areas of literacy, such as reading and spelling, and arithmetic. Following traumatic brain injury these skills are often compromised. The present study examined the recovery of educational skills (reading accuracy, reading comprehension, spelling and arithmetic) over 24 months post-injury, in a group of children who had sustained a mild, moderate or severe TBI. Results showed that the severe TBI group exhibited greater deficits on reading comprehension and arithmetic, while the moderate and severe TBI groups performed similarly in the areas of reading accuracy and spelling. Future research is required to further investigate predictors of educational outcome post-TBI.

Language: en