Do Infants Born Very Premature and Who Have Very Low Birth Weight Catch Up With Their Full Term Peers in Their Language Abilities by Early School Age?

Zimmerman, Emily

doi:10.1044/2017_jslhr-l-16-0150

Cited by 43 publications

(26 citation statements)

References 88 publications

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“…As a result, critical questions have arisen related to the quality, stability, and patterns of developmental outcomes in these new biologically at-risk survivors. It is commonly accepted that most non-disabled survivors tend to experience motor and cognitive delays (Brydges et al, 2018), language delays (Zimmerman, 2018), and more “subtle” problems such as deficits in mathematics, reading, and spelling, attention and behavioral problems (e.g., Breeman et al, 2016; Scott et al, 2018), and deficits in executive functions (e.g., Brydges et al, 2018), which persist throughout childhood (e.g., Aarnoudse-Moens et al, 2009; Chan et al, 2016). In addition, these children continue to lag behind their peers as they transition into adulthood (e.g., Aarnoudse-Moens et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Persistence of Effects of VLBW/PT Birth Status and Maternal Emotional Availability (EA) on Child EA Trajectories

2019

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Few studies have examined the longitudinal impact of birth status on the infant–mother relationship and on children’s socio-emotional development. In the present study we investigated developmental patterns of such relationships [using the Emotional Availability (EA) Scales] in fullterm and VLBW/PT infants from infancy to emerging school age. Our objectives were to: (a) model the developmental trajectories of EA dimensions (maternal sensitivity, structuring, non-hostility; child responsiveness, involvement) in a VLBW/PT and fullterm sample, (b) identify potential effects of VLBW/PT status on these trajectories, and (c) determine whether the effects of VLBW/PT status on children’s socio-emotional development (child EA) remained after accounting for the effect of maternal EA. Child–mother dyads (n = 109) were observed in home-based interactions (face-to-face and free play) when children were 6, 12, 18, and 57-months-old in fullterm (37–41 weeks, >2500 g; n = 48) and healthy VLBW/PT (26–32 weeks gestation, birth weight 800–1500 g, corrected for gestational age; n = 61) children. Developmental trajectories of maternal and child EA were assessed using multilevel growth modeling in Mplus. Results indicated that, even after controlling for maternal EA, there was a persistent negative effect of VLBW/PT birth status on child EA trajectories. Both initially and over time, VLBW/PT infants lagged behind their fullterm counterparts on levels of responsiveness and involvement with mothers. There was also a persistent positive effect of maternal EA (sensitivity and structuring) on child EA trajectories. Higher average levels of maternal sensitivity and structuring across time were also associated with higher and persistent levels of child responsiveness and involvement of their mothers. Importantly, results held after modeling both effects together, and after controlling for maternal education and child gender. Our results have implications for VLBW/PT children’s development, the parent–child relationship, and integrating family level factors and relationship dimensions in early prevention and intervention programs.

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Section: Introductionmentioning

confidence: 99%

Persistence of Effects of VLBW/PT Birth Status and Maternal Emotional Availability (EA) on Child EA Trajectories

2019

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“…[57] Our results differ regarding the “receptive communication” subscale compared to the literature. [50,52,54,55,57,58] As receptive vocabulary contributes to expressive language development, [17] our findings may indicate a chance of catch-up growth as far as expressive language is concerned.…”

Section: Discussionmentioning

confidence: 84%

“…Our results are similar to the findings of recent studies, [43–46] which examined children at the comparable age of 36 months. [43,44,46] Furthermore, the results of other studies [5,6,47,48,49–53] and 2 meta-analyses [54,55] at different ages led to the same conclusion that children born preterm have a smaller expressive vocabulary than children born full-term.…”

Section: Discussionmentioning

confidence: 91%

The influence of preterm birth on expressive vocabulary at the age of 36 to 41 months

et al. 2019

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Children born preterm (PT) have a higher risk of language delays than children born full-term (FT). Expressive vocabulary plays a central role in language development, as later grammar ability can be predicted from earlier vocabulary size. To determine the effects of preterm birth on expressive vocabulary at the age of 36 to 41 months. Cross-sectional study of 27 PT (children with a gestational age of ≤ 32 + 0 weeks and/or a birth weight ≤ 1500 g) and 26 FT children (from several kindergartens in Vienna, Austria). The groups were matched regarding age, sex, and monolingual Austrian German speech. They were all examined using the active vocabulary test (AWST-R) and the development test, Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III). The AWST-R revealed significantly lower scores (46% vs 52%, P = .027) for PT children. The Bayley-III revealed significantly lower scores in language development (mean 96.3 ± 11.81 vs 105.1 ± 6.24, P = .002 ) and the expressive communication subscale (8.78 ± 2.01 vs 10.69 ± 1.49, P < .001) for PT children, but no differences in cognitive development (98.5 ± 11.08 vs 100.8 ± 6.43, P = .369) or on the receptive communication subscale (10.15 ± 2.23 vs 11.08 ± 1.09, P = .060). Preterm children tested had less expressive vocabulary (AWST-R and Bayley-III) than those born full-term, while test results in their cognitive development and receptive communication (Bayley-III) did not differ.

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“…Supplemental Material: https://doi.org/10.23641/asha. 11368073 C hildren born preterm (prior to 37 weeks of gestational age) are vulnerable to a range of developmental problems, including adverse language outcomes (Barre, Morgan, Doyle, & Anderson, 2011;E. Zimmerman, 2018).…”

mentioning

confidence: 99%

“…Language difficulties can have deleterious long-term implications, being associated with poor literacy and educational attainment, restricted employment opportunities, social-emotional challenges, and reduced quality of life (Botting, Toseeb, Pickles, Durkin, & Conti-Ramsden, 2016;Conti-Ramsden, Durkin, Toseeb, Botting, & Pickles, 2018). Poor self-esteem has also been noted among children born preterm with language difficulties (Islam et al, 2018;E. Zimmerman, 2018).…”

mentioning

confidence: 99%

Conversational Language in 3-Year-Old Children Born Very Preterm and at Term

Sánchez

Spittle

Boyce

et al. 2020

J Speech Lang Hear Res

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Purpose Language difficulties are prevalent among children born preterm. Existing studies have largely used standardized language tests, providing limited scope for detailed descriptive examination of preterm language. This study aimed to examine differences in conversational language between children born < 30 weeks and at term as well as correlations between language sample analysis (LSA) and a standardized language tool. Method Two hundred four 3-year-olds (103 born < 30 weeks, 101 born at term) recruited at birth provided a 10-min language sample and completed the Preschool Language Scales–Fifth Edition (I. Zimmerman, Steiner, & Pond, 2011). LSA was conducted using the Systematic Analysis of Language Transcripts and Index of Productive Syntax. Group differences were analyzed using linear regression, and Pearson correlation coefficient (coef) was used to determine correlations between measures. Results Children born < 30 weeks scored lower than term-born peers on multiple metrics when controlled for confounding factors (sex, high social risk, multilingualism, and diagnosed neurodevelopmental disorders), including mean length of utterance in morphemes (coef = –0.28, 95% confidence interval [CI] [–0.56, 0.01]) and words (coef = –0.29, 95% CI [–0.53, –0.05]), number of different word roots (coef = –10.04, 95% CI [–17.93, –2.14]), and Index of Productive Syntax sentence structures (coef = –1.81, 95% CI [–3.10, –0.52]). Other variables (e.g., number of utterances, number of nouns and adjectives) were not significantly different between groups. LSA and the Preschool Language Scales–Fifth Edition were at most moderately correlated (≤ .45). Conclusions Three-year-old children born preterm demonstrated poorer conversational language than children born at term, with some specific areas of deficit emerging. Furthermore, formal assessment and LSA appear to provide relatively distinct and yet complementary data to guide diagnostic and intervention decisions. Supplemental Material https://doi.org/10.23641/asha.11368073

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Do Infants Born Very Premature and Who Have Very Low Birth Weight Catch Up With Their Full Term Peers in Their Language Abilities by Early School Age?

Cited by 43 publications

References 88 publications

Persistence of Effects of VLBW/PT Birth Status and Maternal Emotional Availability (EA) on Child EA Trajectories

Persistence of Effects of VLBW/PT Birth Status and Maternal Emotional Availability (EA) on Child EA Trajectories

The influence of preterm birth on expressive vocabulary at the age of 36 to 41 months

Conversational Language in 3-Year-Old Children Born Very Preterm and at Term

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