由于大脑发育的脆弱性增加以及错过早期发育机会，接受中枢神经系统 (CNS) 恶性肿瘤治疗的幼儿面临学业功能困难的高风险。现有文献对这一人群的学术研究是有限的。我们调查了儿童早期接受中枢神经系统肿瘤治疗的患者的学业准备情况、其临床和人口预测因素及其与远端学业结果的关系。一项前瞻性、纵向、多中心研究对 70 名新诊断的中枢神经系统肿瘤患者进行了化疗、联合或联合治疗。无需光子或质子照射。患者在基线、六个月、一年以及五年内每年接受一次学术技能评估。评估衡量了阅读和数学方面的学术准备度和学术成就。混合线性模型显示，随着时间的推移，学术准备技能的发展缓慢。社会经济地位（SES）可以预测所有时间点的学术准备情况。其他人口统计（例如，治疗年龄）和临床（例如，分流状态、治疗暴露）变量不能预测学业准备情况。远端阅读难度按比例大于规范预期，而数学难度没有差异。学业准备程度可以预测阅读和数学方面的最终学业成绩。儿童早期中枢神经系统恶性肿瘤的治疗似乎会减缓学业准备技能的发展，而 SES 可以预测风险。学术准备技能可以预测后续的学术成就。不成比例的长期幸存者在阅读方面的表现低于基于年龄的预期。这些发现表明需要针对这一人群的早期学术技能进行监测和干预。© 作者 2024。由牛津大学出版社出版。版权所有。如需权限，请发送电子邮件至：journals.permissions@oup.com。

Young children treated for central nervous system (CNS) malignancies are at high risk for difficulties with academic functioning due to increased vulnerability of the developing brain and missed early developmental opportunities. Extant literature examining academics in this population is limited. We investigated academic readiness, its clinical and demographic predictors, and its relationship with distal academic outcomes among patients treated for CNS tumors during early childhood.Seventy patients with newly diagnosed CNS tumors were treated on a prospective, longitudinal, multisite study with chemotherapy, with or without photon or proton irradiation. Patients underwent assessments of academic skills at baseline, six months, one year, and then annually for five years. Assessments measured academic readiness and academic achievement in reading and math.Mixed linear models revealed slowed development of academic readiness skills over time. Socioeconomic status (SES) was predictive of academic readiness at all time points. Other demographic (eg, age at treatment) and clinical (eg, shunt status, treatment exposure) variables were not predictive of academic readiness. Distal reading difficulties were proportionally greater than normative expectations while math difficulties did not differ. Academic readiness was predictive of distal academic outcomes in reading and math.Treatment for CNS malignancies in early childhood appears to slow development of academic readiness skills, with SES predictive of risk. Academic readiness skills were predictive of subsequent academic achievement. A disproportionate number of long-term survivors performed below age-based expectations in reading. These findings suggest the need for monitoring and interventions targeting early academic skills in this population.© The Author(s) 2024. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.