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Clinical Pediatrics, Vol. 31, No. 6, 336-340 (1992)
DOI: 10.1177/000992289203100604

Growth and Academic Achievement in Inner-City Kindergarten Children

The Relationship of Height, Weight, Cognitive Ability, and Neurodevelopmental Level

Robert Karp, M.D.

Children's Medical Center/SUNY- Brooklyn, 450 Clarkson Avenue, Brooklyn, NY 11208

Roy Martin, Ph.D.

Department of School Psychology, Temple University, Philadelphia, Pennsylvania

Trevor Sewell, Ph.D.

Department of School Psychology, Temple University, Philadelphia, Pennsylvania

John Manni, Ed.D.

Department of School Psychology, Temple University, Philadelphia, Pennsylvania

Arthur Heller, M.D.

Department of Pediatrics, Jefferson Medical College, Thomas Jefferson University, Philadelphia, Pennsylvania

Measures of height, weight, nonverbal cognitive ability (Ravens progressive matrix), visual-motor-perceptual ability (Beery-Buktenica test of Visual Motor Integration [VMI]), the imitation-of-gestures technique, and academic achievement (Stanford Early Achievement) were obtained for a sample of 82 children from a poor inner-city community. In contrast to prior reports from the United States and about other developed countries, anthropometric measures were related both to academic achievement and to these measures of neurodevelopment. They were not consistently related to measures of nonverbal cognitive ability. Regression analyses revealed that general cognitive ability contributed more variance (39%) to predictions of achievement than all other variables, including weight for age (13%) and VMI (6%). Children with reduced somatic growth were likely to do poorly in school, but the data do not show that undernutrition causes learning failure. Rather, they suggest that environmental problems affecting the development of thought processes and nutrient intake precede both growth and learning failure.


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M.Z. Anuar Zaini, C.T. Lim, W.Y. Low, and F. Harun
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Asia Pac J Public Health, January 1, 2005; 17(2): 81 - 87.
[Abstract] [PDF]