TY - JOUR
T1 - Breakfast Intake and Composition Is Associated with Superior Academic Achievement in Elementary Schoolchildren
AU - Ptomey, Lauren T.
AU - Steger, Felicia L.
AU - Schubert, Matthew M.
AU - Lee, Jaehoon
AU - Willis, Erik A.
AU - Sullivan, Debra K.
AU - Szabo-Reed, Amanda N.
AU - Washburn, Richard A.
AU - Donnelly, Joseph E.
N1 - Publisher Copyright:
© 2016, © American College of Nutrition Published by Taylor & Francis Group, LLC.
PY - 2016/5/18
Y1 - 2016/5/18
N2 - Objective: To determine whether breakfast consumption or content affects academic achievement measured by standardized tests. Methods: Baseline data were collected in fall of 2011 from 698 students (50.5% female, age = 7.5 ± 0.6 years) living in the state of Kansas. Academic achievement was assessed using 3 components from the Wechsler Individual Achievement Test (WIAT-III). Prior to taking the WIAT-III, participants completed a breakfast recall of all foods and drinks consumed that morning, which was analyzed using Nutrition Data System for Research (NDS-R). WIAT-III scores were compared between breakfast and non-breakfast consumers in a sample (n = 162) matched for age, sex, race, education level of both parents, household income, body mass index (BMI), and cardiovascular fitness, and Pearson correlations were calculated from all breakfast eaters (n = 617) between test performance and components of the breakfast. Results: When compared to non-breakfast consumers, the breakfast consumers had significantly higher scores in all 3 WIAT-III components (all p < 0.05). In breakfast consumers, servings of fruit juice were negatively correlated with reading comprehension and fluency standard score and mathematics standard score (both p < 0.0001), and greater servings of whole grains were significantly related to higher scores in reading comprehension and fluency and mathematics (both p < 0.05). Conclusion: Both breakfast consumption and the content may be associated with improved standardized test performance in elementary school students.
AB - Objective: To determine whether breakfast consumption or content affects academic achievement measured by standardized tests. Methods: Baseline data were collected in fall of 2011 from 698 students (50.5% female, age = 7.5 ± 0.6 years) living in the state of Kansas. Academic achievement was assessed using 3 components from the Wechsler Individual Achievement Test (WIAT-III). Prior to taking the WIAT-III, participants completed a breakfast recall of all foods and drinks consumed that morning, which was analyzed using Nutrition Data System for Research (NDS-R). WIAT-III scores were compared between breakfast and non-breakfast consumers in a sample (n = 162) matched for age, sex, race, education level of both parents, household income, body mass index (BMI), and cardiovascular fitness, and Pearson correlations were calculated from all breakfast eaters (n = 617) between test performance and components of the breakfast. Results: When compared to non-breakfast consumers, the breakfast consumers had significantly higher scores in all 3 WIAT-III components (all p < 0.05). In breakfast consumers, servings of fruit juice were negatively correlated with reading comprehension and fluency standard score and mathematics standard score (both p < 0.0001), and greater servings of whole grains were significantly related to higher scores in reading comprehension and fluency and mathematics (both p < 0.05). Conclusion: Both breakfast consumption and the content may be associated with improved standardized test performance in elementary school students.
KW - academic achievement
KW - breakfast
KW - children
KW - diet
KW - elementary school
UR - http://www.scopus.com/inward/record.url?scp=84951271479&partnerID=8YFLogxK
U2 - 10.1080/07315724.2015.1048381
DO - 10.1080/07315724.2015.1048381
M3 - Article
C2 - 26697955
AN - SCOPUS:84951271479
SN - 0731-5724
VL - 35
SP - 326
EP - 333
JO - Journal of the American College of Nutrition
JF - Journal of the American College of Nutrition
IS - 4
ER -