Speed of Language Comprehension at 18 Months Old Predicts School-Relevant Outcomes at 54 Months Old in Children Born Preterm

Marchman, Virginia A.; Loi, Elizabeth C.; Adams, Kim; Ashland, Melanie; Fernald, Anne; Feldman, Heidi M.

doi:10.1097/dbp.0000000000000541

Cited by 24 publications

(24 citation statements)

References 33 publications

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“…We also found that language skills at 24 months predicted verbal intelligence and full scale intelligence (partly also representing verbal capacities) at 6 years in both MLPT and FT children, after adjusting for maternal education. This is in line with a study on VPT children showing that language skills at 18 months predicted verbal intelligence at 4.5 years [16]. The finding that language, rather than cognitive skills, predicted later cognitive functioning might indicate that language skills are more stable or more suitable for prediction from an early age, while cognitive development may follow a more complex developmental trajectory between 2 and 6 years of age.…”

Section: Discussionsupporting

confidence: 89%

“…Previous studies in preterm born and FT children found that attention [12,13], cognitive [14,15], language [16], and motor skills [17,18] measured at infant or toddler age were important predictors for later cognitive and behavioural outcomes, mainly in very preterm born (VPT; <32 weeks’ GA) children. Distinct predictors have not yet been identified for MLPT children in particular.…”

Section: Introductionmentioning

confidence: 99%

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Toddler skills predict moderate-to-late preterm born children’s cognition and behaviour at 6 years of age

2019

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ObjectiveTo compare moderate-to-late preterm born (32–36 weeks’ gestation) to full term born (≥37 weeks’ gestation) children in cognitive and behavioural functioning at the age of 6 years and assess which toddler skills predict later cognitive and behavioural functioning.DesignA prospective longitudinal study with a cohort of 88 moderate-to-late preterm and 83 full term born Dutch children, followed from 18 months to 6 years of age. Orienting, alerting and executive attention skills were assessed at 18 months (corrected for prematurity), and cognitive, motor and language skills (Bayley-III-NL) at 24 months (corrected for prematurity). At 6 years (corrected for prematurity), cognitive (indices of IQ; WPPSI-III-NL) and behavioural functioning (CBCL/6-18) were assessed. Group differences and potential predictors were examined with MANCOVAs and hierarchical regression analyses.ResultsAt 6 years, moderate-to-late preterm born children performed poorer than full term born children on cognitive processing speed, and they showed more behavioural attention problems. Attention problems at 6 years were predicted by poorer orienting attention skills at 18 months, while lower performance IQ was predicted by poorer alerting attention skills at 18 months. Full Scale IQ and Verbal IQ at 6 years were predicted by language skills at 24 months. Moderate-to-late preterm and full term born children showed some differing correlational patterns in the associations between early skills and later functioning, although in further analyses predictors appeared the same for both groups.ConclusionsModerate-to-late preterm born children show specific vulnerabilities at primary school-age, particularly in cognitive processing speed and behavioural attention problems. Cognitive and behavioural functioning at 6 years can be predicted by differentiated attention skills at 18 months and language skills at 24 months.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Toddler skills predict moderate-to-late preterm born children’s cognition and behaviour at 6 years of age

2019

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“…Word recognition skills demonstrated by toddlers at 25 months of age have been found to predict later language skills at eight years of age [ 30 ]. In addition, individual differences in processing speed in pre-term infants tested at 18 months of age were shown to predict receptive vocabulary at 3 years [ 31 ] and global language and cognitive abilities at 4.5 years [ 32 ]. Infants’ lexical processing abilities have been found to have high predictive validity for later literacy skills, school readiness, and academic performance in primary school, e.g., [ 33 ]…”

Section: Introductionmentioning

confidence: 99%

Maternal Depression Affects Infants’ Lexical Processing Abilities in the Second Year of Life

et al. 2020

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Maternal depression and anxiety have been proposed to increase the risk of adverse outcomes of language development in the early years of life. This study investigated the effects of maternal depression and anxiety on language development using two approaches: (i) a categorical approach that compared lexical abilities in two groups of children, a risk group (mothers with clinical-level symptomatology) and a control non-risk group, and (ii) a continuous approach that assessed the relation between individual mothers’ clinical and subclinical symptomatology and their infants’ lexical abilities. Infants’ lexical abilities were assessed at 18 months of age using an objective lexical processing measure and a parental report of expressive vocabulary. Infants in the risk group exhibited lower lexical processing abilities compared to controls, and maternal depression scores were negatively correlated to infants’ lexical processing and vocabulary measures. Furthermore, maternal depression (not anxiety) explained the variance in infants’ individual lexical processing performance above the variance explained by their individual expressive vocabulary size. These results suggest that significant differences are emerging in 18-month-old infants’ lexical processing abilities, and this appears to be related, in part, to their mothers’ depression and anxiety symptomatology during the postnatal period.

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“…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: 90%

“…Most of the PT studies also used the Bayley-II or Bayley-III as an additional developmental test. [6,44,47,49,52,53,56] The findings indicated significant differences in cognitive development between PT and FT at a younger test age [6,44,49,52] but these findings were also noted in children at age 48 months. [57] Our results differ regarding the “receptive communication” subscale compared to the literature.…”

Section: Discussionmentioning

confidence: 99%

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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Speed of Language Comprehension at 18 Months Old Predicts School-Relevant Outcomes at 54 Months Old in Children Born Preterm

Abstract: Individual differences in speed of spoken language comprehension may serve as a marker for neuropsychological processes that are critical for the development of school-relevant linguistic skills and nonverbal IQ in children born PT.

Cited by 24 publications

References 33 publications

Toddler skills predict moderate-to-late preterm born children’s cognition and behaviour at 6 years of age

Toddler skills predict moderate-to-late preterm born children’s cognition and behaviour at 6 years of age

Maternal Depression Affects Infants’ Lexical Processing Abilities in the Second Year of Life

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

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