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0 points of difference), with the LD Group standing between a low-average and a below-the-mean level. At later ages the discrepancy tends to decrease to 2.8 points (5 years) and 2.2 points (6 years), [http://www.selleckchem.com/products/BKM-120.html BKM120] though remaining statistically significant. An overall improvement can be observed in the LD-Group General Quotients, while No-LD-Group mean scores remain more stable. Considering the differences between the two groups' mean subquotients, the 2 and 5-years assessments are the most noteworthy regarding both the variety of neurodevelopmental domains and the wideness of the score differences. Conversely, at the other assessment stages the discrepancy between the two groups' subquotients is more subtle. At 2 years of corrected age the largest [http://en.wikipedia.org/wiki/Oxygenase Oxygenase] gap between the two groups emerges in the Language (11.6 points of difference), and the Locomotor (8.7 points) subscales, while at 5 years of chronological age the widest differences are in the Performance (5.5 points), Practical Reasoning (4.0) and Personal-Social (3.0) subscales. A quite stable significant difference in the Eye and Hand Coordination subscale emerges both at 1 year of corrected age (5.8 points of difference) and at 3 years (3.8 points), 4 years (4.2 points), and 6 years (2.9) of chronological age. Discussion Outcome at school age Our study shows that 23.5% of our ELBW/ELGAN children with broadly normal intelligence met criteria for LD with a prevalence of Learning Disabilities in multiple domains (13.7%). Attention and/or emotional difficulties were found in 70.8% of children with LDs, but only in 30.8% of children without LDs. Compared to the last reports of the Italian Ministry of Education, University and Research [http://www.selleckchem.com/products/nu7441.html click here] referring to 2011/2012 academic years (MIUR, 2013), the incidence of LDs in our sample is significantly higher than the overall regional population (23.5 vs. 2.0%). This is confirmed by other authors, highlighting that ELBW children are more likely to show difficulties in basic academic skills and multiple learning domains compared to children born at term or with weight >2500 g (Salt and Redshaw, 2006; Wocadlo and Rieger, 2006). Our rates of LDs are comparable to those of Johnson et al. (2011). The authors investigated the academic attainment at 11 years of a cohort of ELBW infants born