Dr Anita Van Zwieten1,2, Siah Kim1,2,3, Kylie-Ann Mallitt1,2, Chandana Guha1,2, Rabia Khalid1,2, Madeleine Didsbury1,2, Anna Francis4, Steven McTaggart4, Amanda Walker5, Fiona Mackie6, Chanel Prestidge7, Armando Teixeira-Pinto1,2, Belinda Barton8, Jennifer Lorenzo9, Suncica Lah10, Kirsten Howard2,11, Natasha Nassar12, Allison Jauré1,2, Jonathan C Craig13, Germaine Wong1,2,14
1Centre for Kidney Research, Children’s Hospital at Westmead, Westmead, Australia, 2School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, Australia, 3Department of Nephrology, Children’s Hospital at Westmead, Westmead, Australia, 4Child and Adolescent Renal Service, Queensland Children’s Hospital, Brisbane, Australia, 5Department of Nephrology, The Royal Children’s Hospital, Melbourne, Australia, 6Department of Nephrology, Sydney Children’s Hospital at Randwick, Randwick, Australia, 7Department of Nephrology, Starship Children’s Hospital, Auckland, New Zealand, 8Children’s Hospital Education Research Institute, The Children’s Hospital at Westmead, Westmead, Australia, 9Kids Neuroscience Centre, The Children’s Hospital at Westmead, Westmead, Australia, 10School of Psychology, University of Sydney, Sydney, Australia, 11Menzies Centre for Health Policy and Economics, Faculty of Medicine and Health, University of Sydney, Sydney, Australia, 12Child Population and Translational Health Research, Children’s Hospital at Westmead Clinical School, University of Sydney, Westmead, Australia, 13College of Medicine and Public Health, Flinders University, Adelaide, Australia, 14Centre for Transplant and Renal Research, Westmead Hospital, Westmead, Australia
Aim: To describe literacy and numeracy achievement for children and adolescents with CKD across years 3-9, relative to general population statistics.
Background: Children with CKD are at risk of reduced academic achievement. However, robust longitudinal assessments of numeracy and literacy are limited.
Methods: We obtained linked NAPLAN data (2008-2021) for NSW participants in the KCAD study (recruited 2012-2016, aged 6-18y, including all CKD stages [CKD 1-5, CKD-D, CKD-T]). Z-scores were calculated comparing participants’ literacy (reading, writing, spelling, grammar/punctuation) and numeracy NAPLAN scaled scores to the NSW population mean for that calendar year and school year (expected population z-score mean 0/SD 1). Effect sizes were defined per NAPLAN national reports: <0.2=close, 0.2-0.5=above/below, >0.5=substantially above/below.
Results: Of 230 participants, 185 had some valid NAPLAN data. Mean age at KCAD baseline was 12.3y and 62% were male. Mean (95%CI) z-scores for reading were: -0.25 (-0.50 to 0.00), -0.28 (-0.52 to -0.04), -0.36 (-0.57 to -0.15), -0.45 (-0.66 to -0.24) for Years 3, 5, 7, and 9. Z-scores for spelling showed a similar pattern. For writing, mean (95%CI) z-scores were: -0.31 (-0.61 to -0.00), -0.13 (-0.35 to 0.09), -0.26 (-0.50 to -0.02), -0.42 (-0.64 to -0.19) across Years 3, 5, 7, 9. For grammar/punctuation, mean (95%CI) z-scores were: -0.39 (-0.67 to -0.11), -0.35 (-0.61 to -0.10), -0.22 (-0.45 to 0.01), -0.48 (-0.72 to -0.24), across Years 3, 5, 7, 9. For numeracy, mean (95%CI) z-scores were -0.23 (-0.48 to 0.01), -0.32 (-0.55 to -0.10), -0.27 (-0.48 to -0.07), -0.37 (-0.56 to -0.18), across Years 3, 5, 7, 9.
Conclusions: Children with CKD may have reduced literacy and numeracy achievement compared to the general population, especially in later school years.
Biography:
I am an epidemiologist and Lecturer at the University of Sydney School of Public Health and Centre for Kidney Research at Westmead. Prior to completing my PhD in public health, I completed a Master of Public Health and Bachelor of Psychology (Hons I) at the University of Sydney. My research focuses on understanding socioeconomic inequalities in health to inform health equity interventions, particularly in the context of chronic kidney disease. I am also interested in improving clinical, cognitive and psychosocial outcomes for young people with chronic kidney disease.