Long-term effects of preterm birth on language and literacy at eight years

Guarini, Annalisa; Sansavini, Alessandra; Fabbri, Cristina; Savini, Silvia; Alessandroni, Rosina; Faldella, Giacomo; Karmiloff‐Smith, Annette

doi:10.1017/s0305000909990109

Cited by 80 publications

(98 citation statements)

References 32 publications

(83 reference statements)

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“…Studies in several countries have demonstrated that preterm children are at risk of problems related to language and literacy development at both preschool and school 3, 8, 9, 10. Most studies focusing on reading achievement have reported differences in reading skills between VLBW children and term controls, and this finding seemed to apply to most components of reading, such as word decoding, word recognition and reading comprehension 11.…”

Section: Introductionmentioning

confidence: 99%

Reading deficits in very low birthweight children are associated with vocabulary and attention issues at the age of seven

et al. 2015

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AimThis Swedish study compared reading skills between seven‐year‐old children with a very low birthweight (VLBW) and controls with a normal birthweight, exploring associations between reading variables and cognition, parent‐rated behaviour, perinatal factors and family factors.MethodsWe studied 51 VLBW children, with no major neurodevelopmental impairments and attending their first year at a regular school, and compared them with the 51 sex‐ and age‐matched controls. The test battery, carried out at 7.8 ± 0.4 years of age, included reading skills, the Wechsler Intelligence Scale for Children – III and the Child Behaviour Checklist.ResultsVery low birthweight children with a mean birthweight of 1105 g (±291 g) and a gestational age of 28.8 (±2.2) weeks scored significantly lower in all reading subtests and cognition and demonstrated more behavioural problems than normal birthweight controls. We also found significant associations between poor vocabulary, combined with attention problems, and phonological awareness, rapid naming and spelling control. Perinatal factors had no association with reading function, and socio‐economic factors had very few.ConclusionVery low birthweight children demonstrated deficits in all reading domains and had poorer cognition and more behavioural problems at the age of seven, with reading ability related to vocabulary and attention.

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Section: Introductionmentioning

confidence: 99%

Reading deficits in very low birthweight children are associated with vocabulary and attention issues at the age of seven

et al. 2015

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“…To our knowledge, only Guarini et al 15 showed that certain aspects of phonological awareness were affected during school years in Italian children born at 33 weeks' gestation or earlier.…”

Section: Discussionmentioning

confidence: 90%

“…[1][2][3][4] Studies have documented impairment in cognition among very preterm children, 5 along with deficits in different language components, such as phonological processing and vocabulary [6][7][8][9][10] and literacy skills. 6,[11][12][13][14][15] Comprehensive language assessment of more recent birth cohorts that have now reached adolescent years is scarce.…”

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confidence: 99%

Evidence for Catch-up in Cognition and Receptive Vocabulary Among Adolescents Born Very Preterm

2011

PEDIATRICS

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WHAT'S KNOWN ON THIS SUBJECT:Very preterm children display neuropsychological deficits that persist into adolescence. WHAT THIS STUDY ADDS:By adolescence, very preterm children show catch-up gains in receptive vocabulary. The absence of significant neurosensory impairment and a favorable socioeconomic milieu are associated with better cognitive developmental trajectories across school years. abstract BACKGROUND: Very preterm adolescents display persistent deficits in neuropsychological functions. OBJECTIVE:To compare cognitive and language outcomes at 16 years and cognitive and receptive vocabulary trajectories throughout school years between very preterm and term children and to determine child and family factors associated with better developmental trajectories. DESIGN AND METHODS: At 8, 12, and 16 years, 322 very preterm children with birth weights of 1250 g or less and 41 term children had cognitive and language testing. Hierarchical growth-curve modeling was used to delineate the differences in cognitive and receptive vocabulary development between participants. Cluster analyses allowed for the characterization of very preterm children with different patterns of cognitive and receptive vocabulary development. RESULTS: At 16 years, very preterm adolescents had deficits in general cognition and higher-order language skills (phonological awareness and phonemic decoding) compared with term peers. Although the between-group difference in cognitive scores remained stable from 8 to 16 years, very preterm children demonstrated catch-up gains in receptive vocabulary during the same period. Moreover, subgroups of very preterm children displayed developmental trajectories in cognition similar to term children (55% on the vocabulary and 46% on the block-design subtests). These children had lower rates of neurosensory impairment and mothers with higher education and were from an ethnic nonminority. CONCLUSIONS: Significant catch-up in receptive vocabulary is observed by the age of 16 years among very preterm children compared to term peers. The absence of neurosensory impairment and residing in a favorable socioeconomic milieu are associated with the most optimal developmental trajectories.

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“…Siguiendo esta línea, se podría afirmar que un porcentaje significativo de niños prematuros presentan dificultades en los procesos relacionados con la atención sostenida, la capacidad de la autorregulación, la capacidad inhibitoria, el control motor y conductual, así como con la perseverancia en la consecución de objetivos (Bhutta, Cleves, Casey, Cradock & Anand, 2002;Guarini et al, 2009). …”

Section: Funcionamiento Atencional En El Nacido Pretérminounclassified

Influencia del nacimiento prematuro en el desarrollo neuropsicológico infantil

Ríos-Flórez

Martínez

2016

Psicoespacios

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ResumenEl nacimiento prematuro es un problema que se presenta a nivel mundial, con mayor prevalencia en los países de ingresos bajos. Los sujetos con esta condición pueden presentar problemas conductuales y emocionales, enfermedades de carácter físico y deficiencias en las diferentes funciones cognitivas. Debido a la vulnerabilidad de dicha población, diversas disciplinas, especialmente la neuropsicología, se han interesado en generar conocimiento sobre la incidencia de la prematurez en el desarrollo neuropsicológico infantil que permita la creación de estrategias de intervención centradas en el adecuado neurodesarrollo. El objetivo de este artículo es contribuir al conocimiento a través de la revisión de la literatura existente con respecto a las alteraciones neuropsicológicas derivadas de la condición de nacimiento prematuro.Palabras clave: Prematurez, Neuropsicología, Memoria, Funciones ejecutivas, Conducta, Lenguaje. AbstractPremature birth is a problem that occurs worldwide, with more prevalent in low-income countries. Individuals with this condition may have behavioral problems, emotional, physical character diseases and deficiencies in the different cognitive functions. Because the vulnerability of this population, various disciplines, especially neuropsychology, have been interested in generating knowledge about the impact of prematurity on child neuropsychological development that allows the creation of intervention strategies focused on neurodevelopmental appropriate . The aim of this article is to contribute to knowledge through review of existing literature with respect to neuropsychological alterations derived from the condition of premature birth.

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Long-term effects of preterm birth on language and literacy at eight years

Cited by 80 publications

References 32 publications

Reading deficits in very low birthweight children are associated with vocabulary and attention issues at the age of seven

Reading deficits in very low birthweight children are associated with vocabulary and attention issues at the age of seven

Evidence for Catch-up in Cognition and Receptive Vocabulary Among Adolescents Born Very Preterm

Influencia del nacimiento prematuro en el desarrollo neuropsicológico infantil

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