In anaemic groups supplementation improved intelligence quotient ( IQ ) by 2.5 points ( 95 % CI 1.24 to 3.76 ) , but had no effect on non-anaemic participants , or on memory , psychomotor skills or scholastic achievement .
Background In observational studies anaemia and iron deficiency are associated with cognitive deficits , suggesting that iron supplementation may improve cognitive function .
However , due to the potential for confounding by socio-economic status in observational studies , this needs to be verified in data from r and omised controlled trials ( RCTs ) .
Aim To assess whether iron supplementation improved cognitive domains : concentration , intelligence , memory , psychomotor skills and scholastic achievement .
Efficacy of Iron and/or Zinc Supplementation on Cognitive Performance of Lead-Exposed Mexican Schoolchildren: A Randomized, Placebo-Controlled Trial
OBJECTIVE . Lead exposure in children has been associated with both global and specific cognitive deficits . Although chelation therapy is advised for children with blood lead concentrations of > 44 μg/dL , treatment options for children with lower blood lead values are limited . Because lead absorption is related to children 's nutritional status , micronutrient supplements may be 1 strategy for combating low-level , chronic lead exposure . This study was design ed to test the efficacy of iron and zinc supplementation for lowering blood lead concentrations and improving cognitive performance in schoolchildren who live in a lead-contaminated city . METHODS . This r and omized , double-blind , placebo-controlled field trial was conducted in public elementary schools in Torreón , an industrialized city in northern Mexico . A metal foundry , located close to the city center and within 3.5 km of 9 schools , was the main source of lead exposure . A total of 602 children who were aged 6 to 8 years and regularly attending first grade in the study schools were enrolled . Children were given 30 mg of iron , 30 mg of zinc , both , or a placebo daily for 6 months . A total of 527 completed the treatment , and 515 were available for long-term follow-up , after another 6 months without supplementation . Eleven cognitive tests of memory , attention , visual-spatial abilities , and learning were administered at baseline and each follow-up . RESULTS . There were no consistent or lasting differences in cognitive performance among treatment groups . CONCLUSIONS . Daily supplementation with iron and /or zinc may be of limited usefulness for improving cognition in lead-exposed schoolchildren . However , these treatments may be effective in setting s with higher prevalence of nutritional deficiencies or in younger children
In anaemic groups supplementation improved intelligence quotient ( IQ ) by 2.5 points ( 95 % CI 1.24 to 3.76 ) , but had no effect on non-anaemic participants , or on memory , psychomotor skills or scholastic achievement .
Background In observational studies anaemia and iron deficiency are associated with cognitive deficits , suggesting that iron supplementation may improve cognitive function .
However , due to the potential for confounding by socio-economic status in observational studies , this needs to be verified in data from r and omised controlled trials ( RCTs ) .
Aim To assess whether iron supplementation improved cognitive domains : concentration , intelligence , memory , psychomotor skills and scholastic achievement .