Comparisons between prematurely and maturely born children at three age levels.

Hirsch, Katrina de; Jansky, Jeannette Jefferson; Langford, William S.

doi:10.1111/j.1939-0025.1966.tb02313.x

Cited by 43 publications

(16 citation statements)

References 23 publications

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“…These results contrast with the findings of a small number of other studies identifying deficits in language and reading skills in preterm children ranging in age from 2 to 11 years (DeHirsch, Jansky, & Langford, 1966;Drillien, 1969;Rubin, Rosenblatt, & Balow, 1973). However, in most of these studies, performance was correlated with birth weight rather than gestational age.…”

Section: Discussioncontrasting

confidence: 83%

Developmental Lags in Preterm Infants from One to Three Years of Age

Ungerer¹,

Sigman²

1983

Child Development

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Assessments of play, sensorimotor, language, and general developmental skills were administered to 20 preterm and 20 full-term infants at comparable corrected and postnatal ages in 5 sessions during the second and third years of life. Clear effects of biological maturity on play and sensorimotor skills were demonstrated at 13 1/2 months, and less pervasive effects remained at 22 months. Furthermore, the preterm infants were significantly delayed in sensorimotor, personal-social, and gross motor abilities at 13 1/2 months and in language abilities at 22 months beyond that predicted by biological maturity alone. While these deficits were mostly overcome by 3 years, the preterm infants performed somewhat more poorly on visual information-processing tasks. This investigation demonstrated that the development of representational abilities as manifested in play and sensorimotor behaviors was clearly related to corrected age rather than postnatal age.

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Section: Discussioncontrasting

confidence: 83%

Developmental Lags in Preterm Infants from One to Three Years of Age

Ungerer¹,

Sigman²

1983

Child Development

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“…The relatively minor dysfunctions are difficult to diagnose at an early age, and are more detectable around the age children enter school [I]. By then more of the LBW infants, as compared to the normal population, are identified as suffering from various neurosensory dysfunctions [2], sensory-motor difficulties [3], lower ability to integrate cognitive processes [4], and difficulties in visual discrimination for form and gestalt [5]. In sum, more of these children, as compared with the normal population, were identified as being at risk of manifesting learning disabilities [4,[6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Cognitive performance of 3-year-olds born at very low birth weight

Klein

Raziel

Brish

et al. 1987

Journal of Psychosomatic Obstetrics & Gynecology

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This study attempted to identify the specific difficulties in cognitive performance of 3-year-old very low birth weight (VLBW) subjects and to examine the relationship between these difficulties and styles of parental interaction with these children. Three groups of subjects were compared: (1) VLBW, 42 infants born weighing less than 1.5 kg; (2) their siblings (n = 15); and (3) a normal control group (n = 40). All subjects were examined individually on a series of cognitive measures of language, memory, reasoning and visual-motor integration. The interaction between VLBW subjects and their parents was observed and analyzed using criteria of mediated learning experience (MLE). Findings suggest no significant differences between the VLBW subjects and the other groups on most measures used. VLBW subjects were, however, found to perform poorly, as compared to others, on a test requiring auditory sequential memory and on a measure of receptive vocabulary. Birth weight was not found to correlate significantly with any of the cognitive measures. Observations of MLE occurring during the interaction between the parents and their children were found to be significantly correlated with the cognitive performance of VLBW children.

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“…Since the teachers had a limited amount of time daily in which to offer activities related to the language experience stories, the gains made by each group likely reflect the emphasis of their instruction. While correlational studies have shown letter naming to be the best predictor of success in begirming reading (Barrett, 1965;de Hirsch, Jansky, & Langford, 1966;Durrell, 1958;Olson, 1958), the value of letter naming continues to be questioned (Gibson & Levin 1975;Jenkins, Bausell, & Jenkins: 1972;Samuels, 1971;Venezky, 1970Venezky, , 1978. Recent studies (Hiebert, 1981;Mason, 1984) have shown that letter naming is only one of several prereading skills acquired by children and that with continuous exposure to written materials they soon "discover more effective ways to discriminate and remember letters and words" (Mason, 1984, p. 222).…”

Section: Discussionmentioning

confidence: 99%

Emergent literacy: An exploratory study of the effects of an expanded language experience approach

Reeves

Kazelskis

Barr

1989

IJEC

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The authors explored the etfects of an expanded Language Experience Approach (LEA) on emergent literacy skills of kindergarteners. Forty-four kindergarteners were randomly assigned to either an expanded LEA condition or a traditional LEA condition. At the end of the six-month treatment period, the expanded LEA group performed better than the traditional LEA group on the listening for information subtest (p < .05) of the California Achievement Test (CAT), and on other measures. A treatment-by-sex interaction (p < '(H) on the sound matching subtest of the CAT favored the girls in the expanded LEA group. The traditional LEA group performed better than the expanded LEA group on the total alphabet skills subtest (p < .01) of the CAT. The results are interpreted as indicating that use of an expanded LEA is more effective than the traditional LEA in aiding the development of listening comprehension skills of kindergarteners.Les auteurs explorent les etTets du programme LEA (Language Experience Approach) dans Peveil des habiletes litteraires des enfant') de maternelle. Quarante quatre enfants de maternelle ont ete ass ignes de facon aleatoire ,} soit une forme prolongee ou aune forme traditionelle du LEA. A la tin de la periode de traitement de six mois, Ie groupe prolonge de LEA a performe mieux que Ie group traditionnel dans la sous-epreuve d'ccouter une information (p<.OS) du California Achievement Test (CAT) et dans d'autres mesures. Une analyse de Pinteraction selon les sexes (p-e.Gl) dans la sous-epreuve de combinaison de son du CAT a beucficle davantage les tilles du group prolongc du LEA. Par ailleurs, Ie groupe traditionnel du LEA a mieux perforrnc que Ie groupe prolonge dans l'ensemble de la sous-echelle sur les habiletes dans I'alphabet du CAT. L'Interpretation des resultats indique que Putilisation d'un LEA prolonge est plus efticace que I'utilisation du LEA traditionnel dans I'aide aux habiletes de comprehension de l'ecoute chez les enfants de maternelle.Los autores exploran los efectos del programa LEA, "Language Experience Approach" (Enfoque de Experiencia Lingiifstica) en las habilidades Iiterarias in-'Carolyn Reeves and Richard Kazelskis are in the Curriculum and Instruction department, and the Research and Statistics department respectively of the University of Southern Mississippi. Penny J. Barr is at the Petal Elementary School, Petal, Mississippi.

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Comparisons between prematurely and maturely born children at three age levels.

Cited by 43 publications

References 23 publications

Developmental Lags in Preterm Infants from One to Three Years of Age

Developmental Lags in Preterm Infants from One to Three Years of Age

Cognitive performance of 3-year-olds born at very low birth weight

Emergent literacy: An exploratory study of the effects of an expanded language experience approach

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