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Australian Journal of Educational & Developmental Psychology
Survival rates are increasing for children born extremely preterm, yet despite the majority of these children having IQ scores within the average range, 50-70% of these children have later school difficulties. This paper reviews factors associated with academic difficulties in these children, emphasizing the contributions of executive functions (EF) and self-regulation. The roles of EF are examined separately, and also under the unifying construct of self-regulation; that is, the integration offatcat:yo3xgel655habp6i2jmzc3ppnm