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Marchman VA, Ashland MD, Loi EC, Munévar M, Shannon KA, Fernald A, Feldman HM. Early language processing efficiency and pre-literacy outcomes in children born full term and preterm. J Exp Child Psychol 2024; 246:105980. [PMID: 38865929 PMCID: PMC11316658 DOI: 10.1016/j.jecp.2024.105980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 03/18/2024] [Accepted: 05/01/2024] [Indexed: 06/14/2024]
Abstract
Language processing efficiency-that is, the skill at processing language in real time-assessed in toddlerhood is associated with later language outcomes in children born full term (FT) and preterm (PT) during school age. No studies to date have assessed patterns of relations between early language processing efficiency and pre-literacy skills, such as print knowledge and phonological awareness, and whether relations are similar in FT and PT children. In this study, participants (N = 94, 49 FT and 45PT) were assessed in the looking-while-listening (LWL) task at 18 months of age (corrected for degree of prematurity), deriving measures of processing speed and accuracy. At 4½ years of age, children were assessed on standardized tests of print knowledge, phonological awareness, and expressive language. Processing speed and accuracy predicted both pre-literacy outcomes (r2 change = 7.8%-19.5%, p < .01); birth group did not moderate these effects. Relations were significantly reduced when controlling for expressive language. Thus, early language processing efficiency supports later expressive language abilities, which in turn supports developing pre-literacy skills. Processing speed and phonological awareness were also directly related, indicating an independent role for processing speed in literacy development. Mediation effects were not moderated by birth group, suggesting a similar developmental pathway in FT and PT children.
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Affiliation(s)
- Virginia A Marchman
- Department of Psychology, Stanford University, Stanford, CA 94305, USA; Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA.
| | - Melanie D Ashland
- Department of Psychology, Stanford University, Stanford, CA 94305, USA
| | - Elizabeth C Loi
- Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA
| | - Mónica Munévar
- Department of Psychology, Stanford University, Stanford, CA 94305, USA
| | | | - Anne Fernald
- Department of Psychology, Stanford University, Stanford, CA 94305, USA
| | - Heidi M Feldman
- Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA
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2
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Özdemir SC, Aktan-Erciyes A, Göksun T. Parental use of causal language for preterm and full-term children: A longitudinal study. JOURNAL OF CHILD LANGUAGE 2023:1-25. [PMID: 37694763 DOI: 10.1017/s030500092300048x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/12/2023]
Abstract
Parents are often a good source of information, introducing children to how the world around them is described and explained in terms of cause-and-effect relations. Parents also vary in their speech, and these variations can predict children's later language skills. Being born preterm might be related to such parent-child interactions. The present longitudinal study investigated parental causal language use in Turkish, a language with particular causative morphology, across three time points when preterm and full-term children were 14-, 20-, and 26-months-old. In general, although preterm children heard fewer words overall, there were no differences between preterm and full-term groups in terms of the proportion of causal language input. Parental causal language input increased from 20 to 26 months, while the amount of overall verbal input remained the same. These findings suggest that neonatal status can influence the amount of overall parental talk, but not parental use of causal language.
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Affiliation(s)
| | | | - Tilbe Göksun
- Department of Psychology, Koç University, İstanbul, Turkey
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3
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Marchman VA, Ashland MD, Loi EC, Munévar M, Shannon KA, Fernald A, Feldman HM. Associations between early efficiency in language processing and language and cognitive outcomes in children born full term and preterm: similarities and differences. Child Neuropsychol 2023; 29:886-905. [PMID: 36324057 PMCID: PMC10151433 DOI: 10.1080/09297049.2022.2138304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 10/14/2022] [Indexed: 11/06/2022]
Abstract
Associations between children's early language processing efficiency and later verbal and non-verbal outcomes shed light on the extent to which early information processing skills support later learning across different domains of function. Examining whether the strengths of associations are similar in typically developing and at-risk populations provides an additional lens into the varying routes to learning that children may take across development. In this follow-up study, children born full-term (FT, n = 49) and preterm (PT, n = 45, ≤32 weeks gestational age, birth weight <1800 g) were assessed in the Looking While Listening (LWL) task at 18 months (corrected for degree of prematurity in PT group). This eye-tracking task assesses efficiency of real-time spoken language comprehension as accuracy and speed (RT) of processing. At 4 ½ years, children were assessed on standardized tests of receptive vocabulary, expressive language, and non-verbal IQ. Language processing efficiency was associated with both language outcomes (r2-change: 7.0-19.7%, p < 0.01), after covariates. Birth group did not moderate these effects, suggesting similar mechanisms of learning in these domains for PT and FT children. However, birth group moderated the association between speed and non-verbal IQ (r2-change: 4.5%, p < 0.05), such that an association was found in the PT but not the FT group. This finding suggests that information processing skills reflected in efficiency of real-time language processing may be recruited to support learning in a broader range of verbal and non-verbal domains in the PT compared to the FT group.
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Affiliation(s)
- Virginia A. Marchman
- Department of Psychology, 450 Jane Stanford Way, Stanford University, Stanford, CA 94305, USA
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 3145 Porter Drive, Palo Alto, CA 94304, USA
| | - Melanie D. Ashland
- Department of Psychology, 450 Jane Stanford Way, Stanford University, Stanford, CA 94305, USA
| | - Elizabeth C. Loi
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 3145 Porter Drive, Palo Alto, CA 94304, USA
| | - Mónica Munévar
- Department of Psychology, 450 Jane Stanford Way, Stanford University, Stanford, CA 94305, USA
| | - Katherine A. Shannon
- Department of Psychology, 450 Jane Stanford Way, Stanford University, Stanford, CA 94305, USA
| | - Anne Fernald
- Department of Psychology, 450 Jane Stanford Way, Stanford University, Stanford, CA 94305, USA
| | - Heidi M. Feldman
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, 3145 Porter Drive, Palo Alto, CA 94304, USA
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Gonzalez-Moreira E, Harmony T, Hinojosa-Rodríguez M, Carrillo-Prado C, Juárez-Colín ME, Gutiérrez-Hernández CC, Carlier MEM, Cubero-Rego L, Castro-Chavira SA, Fernández T. Prevention of Neurological Sequelae in Preterm Infants. Brain Sci 2023; 13:brainsci13050753. [PMID: 37239225 DOI: 10.3390/brainsci13050753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 04/14/2023] [Accepted: 04/25/2023] [Indexed: 05/28/2023] Open
Abstract
BACKGROUND Preterm birth is one of the world's critical health problems, with an incidence of 5% to 18% of living newborns according to various countries. White matter injuries due to preoligodendrocytes deficits cause hypomyelination in children born preterm. Preterm infants also have multiple neurodevelopmental sequelae due to prenatal and perinatal risk factors for brain damage. The purpose of this work was to explore the effects of the brain risk factors and MRI volumes and abnormalities on the posterior motor and cognitive development at 3 years of age. METHODS A total of 166 preterm infants were examined before 4 months and clinical and MRI evaluations were performed. MRI showed abnormal findings in 89% of the infants. Parents of all infants were invited to receive the Katona neurohabilitation treatment. The parents of 128 infants accepted and received Katona's neurohabilitation treatment. The remaining 38 infants did not receive treatment for a variety of reasons. At the three-year follow-up, Bayley's II Mental Developmental Index (MDI) and the Psychomotor Developmental Index (PDI) were compared between treated and untreated subjects. RESULTS The treated children had higher values of both indices than the untreated. Linear regression showed that the antecedents of placenta disorders and sepsis as well as volumes of the corpus callosum and of the left lateral ventricle significantly predicted both MDI and PDI, while Apgar < 7 and volume of the right lateral ventricle predicted the PDI. CONCLUSIONS (1) The results indicate that preterm infants who received Katona's neurohabilitation procedure exhibited significantly better outcomes at 3 years of age compared to those who did not receive the treatment. (2) The presence of sepsis and the volumes of the corpus callosum and lateral ventricles at 3-4 months were significant predictors of the outcome at 3 years of age.
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Affiliation(s)
- Eduardo Gonzalez-Moreira
- Center for Biomedical Imaging and Neuromodulation, Nathan Kline Institute for Psychiatric Research, Orangeburg, NY 10962, USA
| | - Thalía Harmony
- Unidad de Investigación en Neurodesarrollo, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Campus Juriquilla, Juriquilla, Querétaro 76230, Mexico
| | - Manuel Hinojosa-Rodríguez
- Unidad de Investigación en Neurodesarrollo, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Campus Juriquilla, Juriquilla, Querétaro 76230, Mexico
| | - Cristina Carrillo-Prado
- Unidad de Investigación en Neurodesarrollo, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Campus Juriquilla, Juriquilla, Querétaro 76230, Mexico
| | - María Elena Juárez-Colín
- Unidad de Investigación en Neurodesarrollo, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Campus Juriquilla, Juriquilla, Querétaro 76230, Mexico
| | - Claudia Calipso Gutiérrez-Hernández
- Unidad de Investigación en Neurodesarrollo, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Campus Juriquilla, Juriquilla, Querétaro 76230, Mexico
| | - María Elizabeth Mónica Carlier
- Unidad de Investigación en Neurodesarrollo, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Campus Juriquilla, Juriquilla, Querétaro 76230, Mexico
| | - Lourdes Cubero-Rego
- Unidad de Investigación en Neurodesarrollo, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Campus Juriquilla, Juriquilla, Querétaro 76230, Mexico
| | - Susana A Castro-Chavira
- Unidad de Investigación en Neurodesarrollo, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Campus Juriquilla, Juriquilla, Querétaro 76230, Mexico
| | - Thalía Fernández
- Laboratorio de Psicofisiología, Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Querétaro 76230, Mexico
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Kelly KJ, Hutton JS, Parikh NA, Barnes-Davis ME. Neuroimaging of brain connectivity related to reading outcomes in children born preterm: A critical narrative review. Front Pediatr 2023; 11:1083364. [PMID: 36937974 PMCID: PMC10014573 DOI: 10.3389/fped.2023.1083364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 02/06/2023] [Indexed: 03/06/2023] Open
Abstract
Premature children are at high risk for delays in language and reading, which can lead to poor school achievement. Neuroimaging studies have assessed structural and functional connectivity by diffusion MRI, functional MRI, and magnetoencephalography, in order to better define the "reading network" in children born preterm. Findings point to differences in structural and functional connectivity compared to children born at term. It is not entirely clear whether this discrepancy is due to delayed development or alternative mechanisms for reading, which may have developed to compensate for brain injury in the perinatal period. This narrative review critically appraises the existing literature evaluating the neural basis of reading in preterm children, summarizes the current findings, and suggests future directions in the field.
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Affiliation(s)
- Kaitlyn J. Kelly
- Division of Neonatology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
| | - John S. Hutton
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
- Division of General & Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
| | - Nehal A. Parikh
- Division of Neonatology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
| | - Maria E. Barnes-Davis
- Division of Neonatology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
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6
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Galaburda AM. Animal models of developmental dyslexia. Front Neurosci 2022; 16:981801. [DOI: 10.3389/fnins.2022.981801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 10/28/2022] [Indexed: 11/15/2022] Open
Abstract
As some critics have stated, the term “developmental dyslexia” refers to a strictly human disorder, relating to a strictly human capacity – reading – so it cannot be modeled in experimental animals, much less so in lowly rodents. However, two endophenotypes associated with developmental dyslexia are eminently suitable for animal modeling: Cerebral Lateralization, as illustrated by the association between dyslexia and non-righthandedness, and Cerebrocortical Dysfunction, as illustrated by the described abnormal structural anatomy and/or physiology and functional imaging of the dyslexic cerebral cortex. This paper will provide a brief review of these two endophenotypes in human beings with developmental dyslexia and will describe the animal work done in my laboratory and that of others to try to shed light on the etiology of and neural mechanisms underlying developmental dyslexia. Some thought will also be given to future directions of the research.
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Marques A, Santos ME. Oral language of school-aged children born pretermaturely: a population-based analysis from Madeira Island, Portugal. REVISTA DE INVESTIGACIÓN EN LOGOPEDIA 2022. [DOI: 10.5209/rlog.74670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Premature birth and low birth weight are very important factors in neurodevelopment. Current research in this population focuses on children born prematurely, with no underlying complications in the post-natal period, who are likely to develop specific disorders with their language development and consequently with their learning capabilities too. This study aims to analyse the oral language skills of prematurely born children in comparison to their school-aged peers. The children were assessed in the respective schools, 27 preterm children (16 under 32 weeks and 11 with 32 or more weeks of gestation) and 49 term paired by gender, age, and school year. Tests including simple and complex structures for assessing semantics, morphosyntax, and phonology were used, as well as a test of verbal memory. Preterm born children, regardless of their prematurity grade, showed significantly lower results than their peers, and more than a half of them, 52%, presented low scores in all language tests simultaneously, showing an important language deficit. In contrast, in the term born children group only 14% showed low scores simultaneously in all tests. Verbal memory ability proved to be lower than that of their term peers, regardless of the gestational age and birth weight of preterm children. As a result of this analysis we consider that the evaluation of the linguistic development of these children, even in cases of moderate to late prematurity, should be monitored in order to identify earlier the existence of deficits and prevent psychosocial and learning problems.
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Martini S, Savini S, Sansavini A, Corvaglia L. Predischarge cerebral oxygenation and psychomotor outcome in very preterm infants: is there an association? Eur J Pediatr 2022; 181:3711-3714. [PMID: 35927381 PMCID: PMC9508193 DOI: 10.1007/s00431-022-04578-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 07/19/2022] [Accepted: 07/23/2022] [Indexed: 11/29/2022]
Abstract
This observational study aimed to investigate whether predischarge cerebral oxygenation (CrSO2), monitored by near-infrared spectroscopy, correlates with later psychomotor outcome in very preterm infants. Infants <32 weeks' gestation or <1500 g without evidence of major brain lesions underwent a 3-h continuous CrSO2 monitoring before hospital discharge. Psychomotor development was assessed at 6, 12, 18, and 24 months using the Griffiths Mental Developmental Scales. The developmental quotients (DQ) at each follow-up appointment were correlated with predischarge CrSO2. Significant correlations were adjusted for possible confounders. Sixty-three infants were enrolled. A significant correlation between CrSO2 and DQ was observed at 6 months ca (p=0.010), but not at later psychomotor assessments. This correlation was confirmed significant (b=0.274, p=0.038) even after the adjustment for relevant covariates. Conclusion: According to these preliminary findings, the association between predischarge CrSO2 and psychomotor development over the first 24 months in preterm infants without major brain lesions is time-limited. Hence, this parameter may not represent an effective predictor for medium-term neurodevelopment. What is Known: • Prematurity is a major risk factor for adverse neurodevelopment. • The validation of clinical tools for psychomotor outcome prediction may aid to identify high-risk preterm infants who might benefit from early interventions. What is New: • In infants without major brain lesions, predischarge CrSO2 correlates with psychomotor outcome at 6 months ca but not later, indicating a short time predictability.
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Affiliation(s)
- Silvia Martini
- Neonatal Intensive Care Unit, IRCCS AOU S. Orsola, Via Massarenti 13-40138, Bologna, Italy. .,Department of Medical and Surgical Sciences, University of Bologna, Bologna, Italy.
| | - Silvia Savini
- Department of Psychology, University of Bologna, Bologna, Italy
| | | | - Luigi Corvaglia
- Neonatal Intensive Care Unit, IRCCS AOU S. Orsola, Via Massarenti 13-40138, Bologna, Italy ,Department of Medical and Surgical Sciences, University of Bologna, Bologna, Italy
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9
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Neri E, De Pascalis L, Agostini F, Genova F, Biasini A, Stella M, Trombini E. Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111361. [PMID: 34769878 PMCID: PMC8582730 DOI: 10.3390/ijerph182111361] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 10/24/2021] [Accepted: 10/25/2021] [Indexed: 11/16/2022]
Abstract
Background: After preterm birth, infants are at high risk for delays in language development. A promising intervention to reduce this risk is represented by the exposure to parental voices through book-reading in Neonatal Intensive Care Units (NICU). This study investigated the possible advantages of book-reading to preterm neonates during their NICU stay on their subsequent language development. Methods: 100 families of preterm infants were recruited. The parents of 55 preterm infants (Reading Group) received a colored picture-book on NICU admission and were supported to read to their neonate as often as possible and to continue after hospital discharge. Forty-five infants (Control Group) were recruited before the beginning of the intervention. Infant language development was assessed with the Hearing and Language quotients of the Griffith Mental Development Scale at the corrected ages of 3, 6, 9, 12, 18 and 24 months. Results: Regardless of group membership, Hearing and Language mean quotients decreased between 9 and 18 months; nevertheless, this decrease was considerably reduced in the Reading group, compared to the Control Group. Conclusions: Reading in NICUs represents a suitable intervention that could positively influence language development and parent-infant relationships in preterm children. The study findings support its implementation as a preventive measure.
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Affiliation(s)
- Erica Neri
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
- Correspondence: (E.N.); (F.A.)
| | - Leonardo De Pascalis
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
| | - Francesca Agostini
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
- Correspondence: (E.N.); (F.A.)
| | - Federica Genova
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
| | - Augusto Biasini
- Donor Human Milk Bank Italian Association (AIBLUD), 20126 Milan, Italy;
| | - Marcello Stella
- Pediatric and Neonatal Intensive Care Unit, Maurizio Bufalini Hospital, 47521 Cesena, Italy;
| | - Elena Trombini
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy; (L.D.P.); (F.G.); (E.T.)
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Learning Disabilities in Reading and Writing and Type of Delivery in Twin Births. CHILDREN-BASEL 2021; 8:children8100834. [PMID: 34682099 PMCID: PMC8534999 DOI: 10.3390/children8100834] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Revised: 09/17/2021] [Accepted: 09/20/2021] [Indexed: 01/03/2023]
Abstract
The aim of this study was to analyse the relationship between the type of delivery (vaginal or caesarean), as a risk factor, and the likelihood of having learning disabilities in reading (reading accuracy) and writing (phonetic and visual orthography), controlling for the interaction and/or confounding effect of gestational, obstetric, and neonatal variables (maternal age at delivery, gestational age, foetal presentation, Apgar 1, and newborn weight) among six-year-old children born in twin births. In this retrospective cohort study, the exposed and non-exposed cohorts consisted of children born by caesarean section and vaginal delivery, respectively. A total of 124 children born in twin births were evaluated in year one of primary education. Intelligence was measured using the K-BIT test; reading and writing variables were evaluated using the Evalúa-1 battery of tests, and clinical records were used to measure gestational, obstetric, and neonatal variables. Binary logistic regressions applied to each dependent variable indicated that caesarean delivery is a possible independent risk factor for difficulties in reading accuracy and phonetic and visual orthography. Future research using larger samples of younger children is required to analyse the relationship between obstetric and neonatal variables and the different basic indicators of reading and writing.
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Joensuu E, Munck P, Setänen S, Lipsanen J, Huhtala M, Lapinleimu H, Stolt SKJ. Associations between Language at 2 Years and Literacy Skills at 7 Years in Preterm Children Born at Very Early Gestational Age and/or with Very Low Birth Weight. CHILDREN-BASEL 2021; 8:children8060510. [PMID: 34208622 PMCID: PMC8233950 DOI: 10.3390/children8060510] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2021] [Revised: 06/12/2021] [Accepted: 06/14/2021] [Indexed: 11/16/2022]
Abstract
Preterm children (born <37 gestational weeks) who are born at very early gestational age (<32 weeks, very preterm, VP) and/or with very low birth weight (≤1500 g, VLBW) are at increased risk for language and literacy deficits. The continuum between very early language development and literacy skills among these children is not clear. Our objective was to investigate the associations between language development at 2 years (corrected age) and literacy skills at 7 years in VP/VLBW children. Participants were 136 VP/VLBW children and 137 term controls (a 6-year regional population cohort, children living in Finnish-speaking families). At 2 years of corrected age, language (lexical development, utterance length) was assessed using the Finnish version of the MacArthur-Bates Communicative Development Inventory and the Expressive Language Scale from Bayley scales of Infant Development, second edition. At 7 years, children's literacy skills (pre-reading skills, reading, and writing) were evaluated. Statistically significant correlations were found in both groups between language development at 2 years and literacy skills at 7 years (r-values varied between 0.29 and 0.43, p < 0.01). In the VP/VLBW group, 33% to 74% of the children with early weak language development had weak literacy skills at 7 years relative to those with more advanced early language skills (11% to 44%, p < 0.001 to 0.047). Language development at 2 years explained 14% to 28% of the variance in literacy skills 5 years later. Language development at 2 years had fair predictive value for literacy skills at 7 years in the VP/VLBW group (area under the receiver operating characteristic (ROC) curve (AUC) values varied between 0.70 and 0.77, p < 0.001). Findings provide support for the continuum between very early language development and later language ability, in the domain of literacy skills in preterm children.
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Affiliation(s)
- Eveliina Joensuu
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, 00014 Helsinki, Finland; (P.M.); (J.L.); (S.K.J.S.)
- Correspondence:
| | - Petriina Munck
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, 00014 Helsinki, Finland; (P.M.); (J.L.); (S.K.J.S.)
| | - Sirkku Setänen
- Department of Pediatrics and Adolescent Medicine, University of Turku and Turku University Hospital, 20014 Turku, Finland; (S.S.); (H.L.)
| | - Jari Lipsanen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, 00014 Helsinki, Finland; (P.M.); (J.L.); (S.K.J.S.)
| | - Mira Huhtala
- Oncology and Radiotherapy, Turku University Hospital, 20014 Turku, Finland;
| | - Helena Lapinleimu
- Department of Pediatrics and Adolescent Medicine, University of Turku and Turku University Hospital, 20014 Turku, Finland; (S.S.); (H.L.)
| | - Suvi K. J. Stolt
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, 00014 Helsinki, Finland; (P.M.); (J.L.); (S.K.J.S.)
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Alexopoulos J, Giordano V, Janda C, Benavides-Varela S, Seidl R, Doering S, Berger A, Bartha-Doering L. The duration of intrauterine development influences discrimination of speech prosody in infants. Dev Sci 2021; 24:e13110. [PMID: 33817911 DOI: 10.1111/desc.13110] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 02/17/2021] [Accepted: 03/05/2021] [Indexed: 11/26/2022]
Abstract
Auditory speech discrimination is essential for normal language development. Children born preterm are at greater risk of language developmental delays. Using functional near-infrared spectroscopy at term-equivalent age, the present study investigated early discrimination of speech prosody in 62 neonates born between week 23 and 41 of gestational age (GA). We found a significant positive correlation between GA at birth and neural discrimination of forward versus backward speech at term-equivalent age. Cluster analysis identified a critical threshold at around week 32 of GA, pointing out the existence of subgroups. Infants born before week 32 of GA exhibited a significantly different pattern of hemodynamic response to speech stimuli compared to infants born at or after week 32 of GA. Thus, children born before the GA of 32 weeks are especially vulnerable to early speech discrimination deficits. To support their early language development, we therefore suggest a close follow-up and additional speech and language therapy especially in the group of children born before week 32 of GA.
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Affiliation(s)
- Johanna Alexopoulos
- Department of Psychoanalysis and Psychotherapy, Medical University of Vienna, Vienna, Austria
- Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Vito Giordano
- Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Charlotte Janda
- Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Silvia Benavides-Varela
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Rainer Seidl
- Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Stephan Doering
- Department of Psychoanalysis and Psychotherapy, Medical University of Vienna, Vienna, Austria
| | - Angelika Berger
- Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Lisa Bartha-Doering
- Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
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13
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Heikkinen M, Kallankari H, Partanen L, Korkalainen N, Kaukola T, Yliherva A. Children born before 32 weeks of gestation displayed impaired reading fluency, comprehension and spelling skills at 9 years of age. Acta Paediatr 2021; 110:521-527. [PMID: 32609898 DOI: 10.1111/apa.15456] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/01/2020] [Revised: 06/16/2020] [Accepted: 06/25/2020] [Indexed: 12/01/2022]
Abstract
AIM Our aim was to study whether prematurity, associated with prenatal and neonatal risk factors, affects specific literacy skills among school children born at a very low gestational age (VLGA) of <32 weeks. METHODS The study group comprised 76 prospectively followed VLGA children born between November 1998 and November 2002 at Oulu University Hospital, Finland, and 51 term controls. The median gestational age of the VLGA children was 29.0 (24.1-31.9) weeks. All children were examined at a median age of 8.9 (8.0-9.9) years in Oulu between November 2007 and November 2011. Reading fluency, comprehension and spelling skills were evaluated using standardised tests for Finnish-speaking children. RESULTS Very low gestational age children had significantly poorer test results in reading comprehension (median 6.9 vs 8.3, P = .014) and spelling (median 35.7 vs 38.0, P = .013) than term children. Furthermore, VLGA children more often performed below the 10th percentile normal values in spelling (P = .012) compared with term controls. Foetal growth restriction was associated with lower scoring in reading fluency (P = .023) and spelling (P = .004) among VLGA children. CONCLUSION Very low gestational age school children performed poorer in reading comprehension and spelling than term children. In addition, poor foetal growth in VLGA children was associated with literacy problems.
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Affiliation(s)
- Minna Heikkinen
- Faculty of Humanities Child Language Research Center University of Oulu Oulu Finland
| | - Hanna Kallankari
- PEDEGO Research Unit and Medical Research Center Oulu University of Oulu Oulu Finland
- Department of Child Neurology Oulu University Hospital Oulu Finland
| | - Lea Partanen
- Faculty of Humanities Child Language Research Center University of Oulu Oulu Finland
| | - Noora Korkalainen
- PEDEGO Research Unit and Medical Research Center Oulu University of Oulu Oulu Finland
| | - Tuula Kaukola
- PEDEGO Research Unit and Medical Research Center Oulu University of Oulu Oulu Finland
- Department of Neonatology Oulu University Hospital Oulu Finland
| | - Anneli Yliherva
- Faculty of Humanities Child Language Research Center University of Oulu Oulu Finland
- Logopedics, Faculty of Social Sciences University of Tampere Tampere Finland
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14
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Tulviste T, Toome L, Männamaa M, Varendi H. Language skills at corrected age 2;0 are poorer in extremely and very preterm boys but not girls compared with their full-term peers. Early Hum Dev 2020; 151:105164. [PMID: 32866673 DOI: 10.1016/j.earlhumdev.2020.105164] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2020] [Revised: 08/18/2020] [Accepted: 08/19/2020] [Indexed: 12/25/2022]
Abstract
PURPOSE To date, there are contradictory findings concerning if, at which age, and to what extent children's language development is affected by prematurity at birth. The objective was to compare language skills of extremely preterm (EPT) and very preterm (VPT) girls and boys at 24 months corrected for gestational age (GA) at birth with those of full-term (FT) girls and boys, and to explore the effect of perinatal and demographic factors. METHOD Parents of 138 preterm (PT) children born <32 weeks' gestation (48 EPT with GA below 28 weeks, 90 VPT with GA 28-31 weeks) and of 150 FT controls completed the short Estonian version of the MacArthur-Bates Communicative Development Inventory: Words and Sentences (ECDI-II SF). Language skills of PT children were also assessed with the Bayley-III Language Scale (BSID-III), and compared with data from 152 FT controls. RESULTS Mean scores of all language measurements were significantly lower in boys (not girls) from both PT groups compared to FT girls and boys, while no significant differences were found between PT groups. Across groups, girls obtained significantly better language scores than boys. In PT children, being a girl, and attending day care at corrected age (CA) 2;0 years, predicted a larger expressive vocabulary (measured by the ECDI-II SF). Bayley language composite scores (sum of expressive and receptive language) were higher in PT girls than in boys, and the scores were negatively affected by the number of severe neonatal morbidities. CONCLUSIONS The findings highlight the importance of systematic language-focused assessments (using parents and trained examiners) of EPT and VPT boys, as well as the need to support their development.
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Affiliation(s)
| | - Liis Toome
- University of Tartu, Estonia; Tallinn Children Hospital, Estonia
| | | | - Heili Varendi
- Tartu University Hospital, Children's Clinic, Estonia
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15
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Miller LE, Kaseda ET, Koop JI, Mau KA, Heffelfinger AK. Differential access to neuropsychological evaluation in children with perinatal complications or autism spectrum disorder: Impact of sociodemographic factors. Clin Neuropsychol 2020; 35:988-1008. [DOI: 10.1080/13854046.2020.1837247] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Affiliation(s)
- Lauren E. Miller
- Department of Neurology, Division of Neuropsychology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Erin T. Kaseda
- Department of Psychology, Rosalind Franklin University of Medicine and Science, North Chicago, IL, USA
| | - Jennifer I. Koop
- Department of Neurology, Division of Neuropsychology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Katherine A. Mau
- Department of Neurology, Division of Neuropsychology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Amy K. Heffelfinger
- Department of Neurology, Division of Neuropsychology, Medical College of Wisconsin, Milwaukee, WI, USA
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16
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Bucci S, Bevilacqua F, De Marchis C, Coletti MF, Gentile S, Dall’Oglio AM. Learning Abilities in a Population of Italian Healthy Preterm Children at the End of Primary School. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17207599. [PMID: 33086703 PMCID: PMC7589140 DOI: 10.3390/ijerph17207599] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 10/12/2020] [Accepted: 10/15/2020] [Indexed: 11/30/2022]
Abstract
Background: Delays in learning skills have been extensively reported for very preterm children. However, few studies have examined academic achievement profiles in Italian preterm children as a function of their neonatal immaturity. Methods: A cross-sectional study was performed that included 82 healthy Italian children born very and extremely preterm (without major neurosensory outcomes; IQ ≥85). Children were evaluated for academic and neurocognitive performances at the second cycle of primary school. Results: Healthy preterm children showed on average academic and neurocognitive profiles that did not differ according to gestational age. Impairment was seen to one or more learning domains in 14.6% of the healthy preterm children. Conclusions: Italian children born very and extremely preterm without major neurosensory damage and/or cognitive delay showed on average learning and neurocognitive profiles within the normal range, regardless of gestational age. Nevertheless, they showed higher proportions of learning impairment than a normative Italian population during their final years of primary school. Healthcare providers should be aware of this result, and long-term surveillance should be organized to promptly identify those children who are in need of therapeutic intervention.
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Affiliation(s)
- Silvia Bucci
- Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy; (M.F.C.); (S.G.); (A.M.D.)
- Correspondence: (S.B.); (F.B.)
| | - Francesca Bevilacqua
- Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy; (M.F.C.); (S.G.); (A.M.D.)
- Correspondence: (S.B.); (F.B.)
| | - Chiara De Marchis
- Department of Neonatal Medicine and Surgery, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy;
| | - Maria Franca Coletti
- Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy; (M.F.C.); (S.G.); (A.M.D.)
| | - Simonetta Gentile
- Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy; (M.F.C.); (S.G.); (A.M.D.)
| | - Anna Maria Dall’Oglio
- Unit of Clinical Psychology, Department of Neurological and Psychiatric Sciences, Bambino Gesù Children’s Hospital, IRCCS, 00165 Rome, Italy; (M.F.C.); (S.G.); (A.M.D.)
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17
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Gonzalez-Gomez N, O'Brien F, Harris M. The effects of prematurity and socioeconomic deprivation on early speech perception: A story of two different delays. Dev Sci 2020; 24:e13020. [PMID: 32687657 DOI: 10.1111/desc.13020] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2019] [Revised: 06/01/2020] [Accepted: 07/11/2020] [Indexed: 11/30/2022]
Abstract
There is evidence showing that both maturational and environmental factors can impact on later language development. On the one hand, preterm birth has been found to increase the risk of deficits in the preschool and school years. Preterm children show poorer auditory discrimination, reading difficulties, poor vocabulary, less complex expressive language and lower receptive understanding than their matched controls. On the other hand, socioeconomic status (SES) indicators (i.e., income, education and occupation) have been found to be strongly related to linguistic abilities during the preschool and school years. However, there is very little information about how these factors result in lower linguistic abilities. The present study addresses this issue. To do so, we investigated early speech perception in full and preterm infants from families classed as high or low SES. Seventy-six infants were followed longitudinally at 7.5, 9, 10.5 and 12 months of age. At each test point, three studies explored infants' phonetic, prosodic and phonotactic development respectively. Results showed no significant differences between the phonetic or the phonotactic development of the preterm and the full-term infants. However, a time-lag between preterm and full-term developmental timing for prosody was found. Socioeconomic status did not have a significant effect on prosodic development. Nonetheless, phonetic and phonotactic development was affected by SES, infants from lower SES showed phonetic discrimination of non-native contrast and a preference for high-probability sequences later than their more advantaged peers. Overall these results suggest that different constraints apply to the acquisition of different phonological subcomponents.
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Affiliation(s)
| | - Frances O'Brien
- Oxford University Hospitals, NHS, John Radcliffe Hospital, Oxford, UK
| | - Margaret Harris
- Department of Psychology, Oxford Brookes University, Oxford, UK
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18
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Language functions deserve more attention in follow-up of children born very preterm. Eur J Paediatr Neurol 2020; 26:75-81. [PMID: 32089418 DOI: 10.1016/j.ejpn.2020.02.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 01/31/2020] [Accepted: 02/11/2020] [Indexed: 01/25/2023]
Abstract
BACKGROUND Language is a complex neurodevelopmental phenomenon. Approximately 45% of children born very preterm (VP) show mild-to-severe language problems throughout childhood. Nevertheless, in most hospitals in Europe language functions are not routinely assessed at follow-up. OBJECTIVE To give clear indications for extensive language assessment in school-aged children born VP, based on routinely assessed intelligence and behavioral problems. METHOD Language functions of 63 10-year-old children born VP (<32 weeks' gestation) without major handicaps were compared to their intellectual and executive functions and behavioral problems. Using multiple linear regression analyses, the predictive value of perinatal factors and the association with neurodevelopmental factors of low language were measured. RESULTS The mean language score was significantly lower than the verbal intelligent quotient (VIQ; mean difference = 6.4, p < .001, d=.48) and the mean vocabulary knowledge (mean difference = 9.3, p < .001, d=.70). Besides, VIQ (β = .649, p = .001) and performance IQ (PIQ; β = .260, p = .035) were significantly associated with language scores. Significant predictors of language scores were number of days of assisted ventilation (β = -.592, p = .015) and mother's vocabulary knowledge (β =.473, p = .014), rather than mother's educational level (β =.139, p = .956). CONCLUSIONS Children born VP had language problems that were not expected from their significantly higher VIQ and vocabulary knowledge. Clinicians assessing these children should be aware of possible language problems, which cannot be detected with a simple vocabulary task. Our findings provide evidence of the need for adequate language assessments by a speech-language pathologist in children born VP, especially in those with VIQ scores in the low average range.
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19
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Pérez-Pereira M, Martínez-López Z, Maneiro L. Longitudinal Relationships Between Reading Abilities, Phonological Awareness, Language Abilities and Executive Functions: Comparison of Low Risk Preterm and Full-Term Children. Front Psychol 2020; 11:468. [PMID: 32256436 PMCID: PMC7090025 DOI: 10.3389/fpsyg.2020.00468] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2019] [Accepted: 02/27/2020] [Indexed: 11/13/2022] Open
Abstract
Different investigations have found that very or extremely (high risk) preterm children show global or specific difficulties in phonological awareness (PA) and reading abilities. Do low risk preterm children, however, exhibit this pattern? Phonological awareness has been considered an important predictor of literacy. Certain executive functions (EFs), and language abilities in turn, have been found to predict PA. The aims of this study are (1) to compare reading abilities of low risk preterm children of different gestational age (GA) groups to those of full-term children, (2) to compare the performance of low risk preterm children of different GA groups to that of full-term children in different EFs, language measures and PA, and (3) to perform a path analysis in order to test a longitudinal model of the relationships between EFs, language abilities, PA and reading. The participants were 108 low risk 4- year-old preterm children, classified into 3 groups of different GAs, and 34 full-term children. The children’s EFs (rapid automatized naming task (RAN), working memory, and inhibition) were assessed at 4 and 5 years of age. Vocabulary comprehension, morphosyntactic production and grammar reception were assessed when the children were 5 years of age, as well as phonemic awareness and syllabic awareness. Finally, reading abilities were assessed when the children were 9 years old. No significant difference between gestational age groups was found on any of the measures taken on EFs, language abilities, phonological awareness, or reading abilities. The path analysis model demonstrates the direct effect of working memory, certain linguistic skills governed by rules (grammar, morphology) and phonological awareness on reading abilities at 9 years of age. The model also shows the mediating role that PA has on the relationship between EFs and language abilities with reading abilities.
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Affiliation(s)
- Miguel Pérez-Pereira
- Department of Developmental and Educational Psychology, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Zeltia Martínez-López
- Department of Developmental and Educational Psychology, University of Santiago de Compostela, Santiago de Compostela, Spain
| | - Lorena Maneiro
- Department of Clinical Psychology and Psychobiology, University of Santiago de Compostela, Santiago de Compostela, Spain
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20
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Sanchez K, Spittle AJ, Boyce JO, Leembruggen L, Mantelos A, Mills S, Mitchell N, Neil E, John MS, Treloar J, Morgan AT. Conversational Language in 3-Year-Old Children Born Very Preterm and at Term. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:206-215. [PMID: 31855605 PMCID: PMC7213482 DOI: 10.1044/2019_jslhr-19-00153] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2019] [Revised: 03/06/2019] [Accepted: 09/19/2019] [Indexed: 06/02/2023]
Abstract
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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Affiliation(s)
- Katherine Sanchez
- Clinical Sciences, Murdoch Children's Research Institute, Parkville, Victoria, Australia
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
| | - Alicia J. Spittle
- Clinical Sciences, Murdoch Children's Research Institute, Parkville, Victoria, Australia
- Department of Physiotherapy, The University of Melbourne, Parkville, Victoria, Australia
- The Royal Women's Hospital, Parkville, Victoria, Australia
| | - Jessica O. Boyce
- Clinical Sciences, Murdoch Children's Research Institute, Parkville, Victoria, Australia
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
| | - Linda Leembruggen
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
| | - Anastasia Mantelos
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
| | - Stephanie Mills
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
| | - Naomi Mitchell
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
| | - Emily Neil
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
| | - Miya St John
- Clinical Sciences, Murdoch Children's Research Institute, Parkville, Victoria, Australia
| | - Jasmin Treloar
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
| | - Angela T. Morgan
- Clinical Sciences, Murdoch Children's Research Institute, Parkville, Victoria, Australia
- Department of Speech Pathology and Audiology, The University of Melbourne, Parkville, Victoria, Australia
- Department of Speech Pathology, the Royal Children's Hospital, Parkville, Victoria, Australia
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21
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Wallois F, Routier L, Bourel-Ponchel E. Impact of prematurity on neurodevelopment. HANDBOOK OF CLINICAL NEUROLOGY 2020; 173:341-375. [PMID: 32958184 DOI: 10.1016/b978-0-444-64150-2.00026-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The consequences of prematurity on brain functional development are numerous and diverse, and impact all brain functions at different levels. Prematurity occurs between 22 and 36 weeks of gestation. This period is marked by extreme dynamics in the physiologic maturation, structural, and functional processes. These different processes appear sequentially or simultaneously. They are dependent on genetic and/or environmental factors. Disturbance of these processes or of the fine-tuning between them, when caring for premature children, is likely to induce disturbances in the structural and functional development of the immature neural networks. These will appear as impairments in learning skills progress and are likely to have a lasting impact on the development of children born prematurely. The level of severity depends on the initial alteration, whether structural or functional. In this chapter, after having briefly reviewed the neurodevelopmental, structural, and functional processes, we describe, in a nonexhaustive manner, the impact of prematurity on the different brain, motor, sensory, and cognitive functions.
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Affiliation(s)
- Fabrice Wallois
- Research Group on Multimodal Analysis of Brain Function, Jules Verne Picardie University, Amiens, France; Department of Pediatric Functional Exploration of the Nervous System, University Hospital, Picardie, Amiens, France.
| | - Laura Routier
- Research Group on Multimodal Analysis of Brain Function, Jules Verne Picardie University, Amiens, France; Department of Pediatric Functional Exploration of the Nervous System, University Hospital, Picardie, Amiens, France
| | - Emilie Bourel-Ponchel
- Research Group on Multimodal Analysis of Brain Function, Jules Verne Picardie University, Amiens, France; Department of Pediatric Functional Exploration of the Nervous System, University Hospital, Picardie, Amiens, France
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22
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De Stefano P, Marchignoli M, Pisani F, Cossu G. Uneven Linguistic Outcome in Extremely Preterm Children. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2019; 48:1363-1375. [PMID: 31407217 DOI: 10.1007/s10936-019-09662-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
One primary problem in extremely preterm children is the occurrence of atypical language development. The aim of this study was to explore the components of language (articulatory phonetics, lexicon and syntax) in comprehension and production in extremely preterm children between the 4th and 5th year of age. The language section of the Preschool Neuropsychological Test was administered to 20 extremely preterm monolingual Italian children (GA < 28 weeks) and to a control sample of 40 full term children (GA > 37 weeks), matched for age and non-verbal IQ. Language comprehension was fully efficient in all of the components that we assessed. In the tasks of language production the clinical sample fared much worse than their age and IQ matched controls and the differences were highly significant (p < .001). Language acquisition in extremely preterm children may follow uneven developmental trajectories: language comprehension can be spared in the face of a selective impairment of language production at the level of articulatory phonetics and syntax.
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Affiliation(s)
- P De Stefano
- Physiology Unit, Department of Neuroscience, University of Parma, Parma, Italy.
- Neurology Unit, University Hospitals of Geneva (HUG), Geneva, Switzerland.
| | - M Marchignoli
- Child Neuropsychiatry Unit, Medicine and Surgery Department, University of Parma, Parma, Italy
- Child Neuropsychiatry Unit, AUSL Parma, Sud-East District, Fidenza, Italy
| | - F Pisani
- Child Neuropsychiatry Unit, Medicine and Surgery Department, University of Parma, Parma, Italy
| | - G Cossu
- Physiology Unit, Department of Neuroscience, University of Parma, Parma, Italy
- Child Neuropsychiatry Unit, Medicine and Surgery Department, University of Parma, Parma, Italy
- Unit of Cognitive Neurorehabilitation for Children, Phoniatric Medical Center, Padua, Italy
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23
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Faraji M, Ebrahimipour M, Jalilevand N. Effect of preterm birth on morphosyntactic development. Med J Islam Repub Iran 2019; 33:123. [PMID: 32280629 PMCID: PMC7137862 DOI: 10.34171/mjiri.33.123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2017] [Indexed: 11/17/2022] Open
Abstract
Background: Preterm children are at risk of deficits in language, including grammatical skills. The main purpose of this survey was to investigate whether Persian-speaking children born preterm differ in their morphosyntax ability compared to full-term children.
Methods: Morphosyntactic performance was assessed in 86 Persian-speaking children (43 healthy preterm and 43 full-term children) aged 4 and 5 years using the Persian Developing Sentence Scoring (PDSS). Participants were matched for age, gender, and gestational age.
Results: The healthy preterm children who participated in this study were significantly outperformed by the full-term children in the morphosyntactic evaluation (p<0.05). Furthermore, their grammatical skills, based on PDSS, were not as developed as 4 to 5-year-old full-term children. Gender, in general, and gestational age had no effect on the PDSS scores of preterm children (p>0.05).
Conclusion: Preterm children, regardless of gestational age, are at risk of morphosyntax impairments, which may not be recovered during the normal development. Therefore, grammatical evaluation and treatment seem to be necessary for these children.
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Affiliation(s)
- Marzie Faraji
- Department of Speech and Language Pathology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Mona Ebrahimipour
- Department of Speech and Language Pathology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Nahid Jalilevand
- Department of Speech and Language Pathology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.,Rehabilitation Research Center, Iran University of Medical Sciences, Tehran, Iran
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24
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González-Valenzuela MJ, López-Montiel D, Cazorla-Granados O, González-Mesa E. Type of delivery and reading, writing, and arithmetic learning in twin births. Dev Psychobiol 2019; 62:484-495. [PMID: 31674012 DOI: 10.1002/dev.21932] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2019] [Revised: 09/20/2019] [Accepted: 09/22/2019] [Indexed: 12/27/2022]
Abstract
This study analyses, in children born in twin births, the relationship between reading, writing and arithmetic learning, on the one hand, and type of delivery, on the other, controlling for the effect of interaction and/or confusion of third variables (maternal age at delivery, gestational age, fetal position, birthweight, 1-min Apgar score). In the planned retrospective cohort design, the exposed cohort consisted of children born by caesarean section, and the non-exposed cohort was comprised of children born vaginally. One hundred and twenty-four children born of twin births were evaluated during their first year of primary school: K-BIT tests were used to measure intelligence; the Evalúa-1 battery was used to assess reading, writing, and arithmetic ability; and the children's clinical histories were analysed for obstetric and neonatal variables. After applying binary logistic regressions for each dependent variable, it was found that caesarean delivery in twin births appeared as a possible independent risk factor for specific learning disabilities (LDs) in reading, writing, and arithmetic. Based on these results, further research using larger samples and at more advanced ages is required in order to analyse the influence of obstetric and neonatal variables on the processes underlying specific LDs.
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Affiliation(s)
| | - Dolores López-Montiel
- Dpto. Psicobiología y Metodología de las Ciencias del Comportamiento, Facultad de Psicología, Universidad de Málaga, Málaga, Spain
| | - Olga Cazorla-Granados
- Colegio Santa Rosa de Lima, Fundación de Enseñanza Santa Mª de la Victoria, Málaga, Spain
| | - Ernesto González-Mesa
- Área de Obstetricia y Ginecología, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
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Bartha-Doering L, Alexopoulos J, Giordano V, Stelzer L, Kainz T, Benavides-Varela S, Wartenburger I, Klebermass-Schrehof K, Olischar M, Seidl R, Berger A. Absence of neural speech discrimination in preterm infants at term-equivalent age. Dev Cogn Neurosci 2019; 39:100679. [PMID: 31437736 PMCID: PMC6969359 DOI: 10.1016/j.dcn.2019.100679] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Revised: 04/29/2019] [Accepted: 07/01/2019] [Indexed: 02/08/2023] Open
Abstract
Children born preterm are at higher risk to develop language deficits. Auditory speech discrimination deficits may be early signs for language developmental problems. The present study used functional near-infrared spectroscopy to investigate neural speech discrimination in 15 preterm infants at term-equivalent age compared to 15 full term neonates. The full term group revealed a significantly greater hemodynamic response to forward compared to backward speech within the left hemisphere extending from superior temporal to inferior parietal and middle and inferior frontal areas. In contrast, the preterm group did not show differences in their hemodynamic responses during forward versus backward speech, thus, they did not discriminate speech from non-speech. Groups differed significantly in their responses to forward speech, whereas they did not differ in their responses to backward speech. The significant differences between groups point to an altered development of the functional network underlying language acquisition in preterm infants as early as in term-equivalent age.
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Affiliation(s)
- Lisa Bartha-Doering
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria; Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria.
| | - Johanna Alexopoulos
- Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria; Department of Psychoanalysis and Psychotherapy, Medical University Vienna, Vienna, Austria
| | - Vito Giordano
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria; Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Lisa Stelzer
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria; Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Theresa Kainz
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria; Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Silvia Benavides-Varela
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Isabell Wartenburger
- Cognitive Sciences, Department of Linguistics, University of Potsdam, Potsdam, Germany
| | - Katrin Klebermass-Schrehof
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria; Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Monika Olischar
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria; Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Rainer Seidl
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria; Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Angelika Berger
- Department of Pediatrics and Adolescent Medicine, Medical University Vienna, Vienna, Austria; Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
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Guarini A, Bonifacci P, Tobia V, Alessandroni R, Faldella G, Sansavini A. The profile of very preterm children on academic achievement. A cross-population comparison with children with specific learning disorders. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 87:54-63. [PMID: 30772706 DOI: 10.1016/j.ridd.2019.02.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2018] [Revised: 12/13/2018] [Accepted: 02/01/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Very preterm (VPT) children showed delays in reading, spelling and maths, but their academic achievement profile is not clearly understood. AIMS VPT children were compared with children with specific learning disorders (SLD) and typically developing (TD) children on academic achievement, considering cognitive and linguistic phenotypic markers. A learning profile analysis was also performed. METHODS We included 170 10-year old monolingual Italian-speaking children (37 VPT, 28 SLD, 105 TD) assessing cognitive, linguistic and academic skills. RESULTS On academic achievements VPT children fell behind TD peers in some reading (text speed, comprehension), spelling (non-word), and math (number knowledge, written calculations and problem-solving) tasks. SLD children underperformed in all academic tasks with respect to VPT and TD peers. Concerning cognitive and linguistic phenotypic markers, compared to TD peers, VPT children showed lower scores in verbal IQ and phonological fluency, SLD children in phonological processing and rapid automatized naming. VPT children showed a higher rate of at-risk performance in reading compared to TD group, but a minor percentage of impaired profiles and comorbidity among learning areas compared to SLD group. CONCLUSIONS AND IMPLICATIONS The academic achievement profile of VPT children shows persistent delays, but it differs to that of SLD children, since delays are less widespread and severe, and differences were found in phenotypic markers and comorbidity. Follow-up programs and effective interventions are needed for VPT children.
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Affiliation(s)
| | | | - Valentina Tobia
- Department of Psychology, University of Milano-Bicocca, Italy
| | | | - Giacomo Faldella
- Neonatal Unit, St. Orsola-Malpighi University Hospital, Bologna, Italy; Department of Medical and Surgical Sciences, University of Bologna, Italy
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Language in Preterm Born Children: Atypical Development and Effects of Early Interventions on Neuroplasticity. Neural Plast 2019; 2019:6873270. [PMID: 30930944 PMCID: PMC6410465 DOI: 10.1155/2019/6873270] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Accepted: 12/23/2018] [Indexed: 01/28/2023] Open
Abstract
Predicting language performances after preterm birth is challenging. It is described in the literature that early exposure to the extrauterine environment can be either detrimental or advantageous for neurodevelopment. However, the emphasis mostly lies on the fact that preterm birth may have an unfavorable effect on numerous aspects of development such as cognition, language, and behavior. Various studies reported atypical language development in preterm born children in the preschool years but also in school-aged children and adolescents. This review gives an overview of the course of language development and examines how prematurity can lead to atypical linguistic performances. In this paper, we mainly focus on environmental and neurophysiological factors influencing preterm infant neuroplasticity with potential short- and long-term effects on language development. Further research, however, should focus on examining the possible benefits that early exposure might entail.
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Lamônica DAC, Becaro CK, Borba AC, Maximino LDP, Costa ARAD, Ribeiro CDC. Communicative performance and vocabulary domain in preschool preterm infants. J Appl Oral Sci 2018; 26:e20170186. [PMID: 30020349 PMCID: PMC6089568 DOI: 10.1590/1678-7757-2017-0186] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Accepted: 10/30/2017] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE The objective of this study was to evaluate and compare the performance of children in preschool age who were born premature and term, without neurological injury, regarding receptive and expressive language skills, and to reflect on the importance of these skills for performance in preschool. MATERIALS AND METHODS Two groups named Preterm Group and Comparison Group, each composed by 40 children, as well as 80 legal representatives (mothers) and 80 teachers of the participants. To pair the groups, we considered chronological age (months), sex, educational level, type of school (public or private) and socioeconomic status. To assess the groups we used structured and semi-structured Observation of Communicative Behavior and applied the ABFW Child Language Test - Part B-Vocabulary and the Peabody Picture Vocabulary Test. To assess the legal representatives we applied an anamnesis questionnaire and the MacArthur Communicative Development Inventory. The assessment of the teachers consisted of the MacArthur Communicative Development Inventory and a Student Assessment Protocol developed by the authors. RESULTS For the observation of communicative behavior, the categories with the highest losses were: narrative, maintaining dialogic activities and attention difficulties. In the ABFW Child Language Test and Peabody Picture Vocabulary Test there were statistically significant differences. In the MacArthur Communicative Development Inventory there were statistically significant differences in expressive vocabulary, but no differences in receptive vocabulary, for both the mothers and the teachers. CONCLUSION Children born prematurely with low risk of neurological sequelae in preschool age may have greater difficulties in linguistic performance than their peers born to term.
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Affiliation(s)
| | - Caroline Kauffman Becaro
- Universidade de São Paulo, Faculdade de Odontologia de Bauru, Departamento de Fonoaudiologia, Bauru, São Paulo, Brasil
| | - Aline Cabral Borba
- Universidade de São Paulo, Faculdade de Odontologia de Bauru, Departamento de Fonoaudiologia, Bauru, São Paulo, Brasil
| | - Luciana de Paula Maximino
- Universidade de São Paulo, Faculdade de Odontologia de Bauru, Departamento de Fonoaudiologia, Bauru, São Paulo, Brasil
| | | | - Camila da Costa Ribeiro
- Universidade de São Paulo, Faculdade de Odontologia de Bauru, Departamento de Fonoaudiologia, Bauru, São Paulo, Brasil
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Merkelbach I, Plak RD, Rippe RC. Reproducibility of young learners' susceptibility to the learning context. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.05.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Nguyen TNN, Spencer-Smith M, Zannino D, Burnett A, Scratch SE, Pascoe L, Ellis R, Cheong J, Thompson D, Inder T, Doyle LW, Anderson PJ. Developmental Trajectory of Language From 2 to 13 Years in Children Born Very Preterm. Pediatrics 2018; 141:peds.2017-2831. [PMID: 29632253 PMCID: PMC5914491 DOI: 10.1542/peds.2017-2831] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/31/2018] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES The objective of this study was to describe language functioning at 13 years of age and examine its developmental trajectory from 2 to 13 years of age in children born very preterm (VP) compared with term controls. METHODS Two hundred and twenty-four children born VP (<30 weeks' gestation) and 77 term controls had language skills assessed by using performance-based and/or parent-report measures at 2, 5, 7, and 13 years of age. Regression models were used to compare verbal memory, grammar, semantics, and pragmatic skills between the VP and term groups at 13 years of age. Linear mixed effects regression models were used to assess language trajectories from 2 to 13 years of age. RESULTS Compared with term controls, children born VP had poorer functioning across all components of language (mean group differences ranged from -0.5 SD to -1 SD; all P < .05) at 13 years of age. At each follow-up age, the VP group displayed poorer language functioning than the term controls, with the groups exhibiting similar developmental trajectories (slope difference = -0.01 SD per year; P = .55). CONCLUSIONS Children born VP continue to display language difficulties compared with term controls at 13 years of age, with no evidence of developmental "catch-up." Given the functional implications associated with language deficits, early language-based interventions should be considered for children born VP.
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Affiliation(s)
- Thi-Nhu-Ngoc Nguyen
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia;,Murdoch Children’s Research Institute, Melbourne, Australia
| | - Megan Spencer-Smith
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia;,Murdoch Children’s Research Institute, Melbourne, Australia
| | - Diana Zannino
- Murdoch Children’s Research Institute, Melbourne, Australia
| | - Alice Burnett
- Murdoch Children’s Research Institute, Melbourne, Australia;,Departments of Paediatrics and,Department of Neonatal Medicine, The Royal Children's Hospital, Melbourne, Australia;,Newborn Research Centre, The Royal Women’s Hospital and University of Melbourne, Melbourne, Australia
| | - Shannon E. Scratch
- Murdoch Children’s Research Institute, Melbourne, Australia;,Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada;,Department of Paediatrics, Rehabilitation Sciences Institute, University of Toronto, Toronto, Canada
| | - Leona Pascoe
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia;,Murdoch Children’s Research Institute, Melbourne, Australia
| | - Rachel Ellis
- Murdoch Children’s Research Institute, Melbourne, Australia
| | - Jeanie Cheong
- Murdoch Children’s Research Institute, Melbourne, Australia;,Obstetrics and Gynaecology, University of Melbourne, Melbourne, Australia;,Newborn Research Centre, The Royal Women’s Hospital and University of Melbourne, Melbourne, Australia
| | - Deanne Thompson
- Murdoch Children’s Research Institute, Melbourne, Australia;,Departments of Paediatrics and,Florey Institute of Neuroscience and Mental Health, Melbourne, Australia; and
| | - Terrie Inder
- Department of Pediatrics Newborn Medicine, Brigham and Women’s Hospital, Boston, Massachusetts
| | - Lex W. Doyle
- Departments of Paediatrics and,Obstetrics and Gynaecology, University of Melbourne, Melbourne, Australia;,Newborn Research Centre, The Royal Women’s Hospital and University of Melbourne, Melbourne, Australia
| | - Peter J. Anderson
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia;,Murdoch Children’s Research Institute, Melbourne, Australia
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Leviton A, Dammann O, Allred EN, Joseph RM, Fichorova RN, O'Shea TM, Kuban KCK. Neonatal systemic inflammation and the risk of low scores on measures of reading and mathematics achievement at age 10 years among children born extremely preterm. Int J Dev Neurosci 2018; 66:45-53. [PMID: 29413878 DOI: 10.1016/j.ijdevneu.2018.01.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2017] [Revised: 12/09/2017] [Accepted: 01/11/2018] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND Difficulties with reading and math occur more commonly among children born extremely preterm than among children born at term. Reasons for this are unclear. METHODS We measured the concentrations of 27 inflammatory-related and neurotrophic/angiogenic proteins (angio-neurotrophic proteins) in multiple blood specimens collected a week apart during the first postnatal month from 660 children born before the 28th week of gestation who at age 10 years had an IQ ≥ 70 and a Wechsler Individual Achievement Test 3rd edition (WIAT-III) assessment. We identified four groups of children, those who had a Z-score ≤ -1 on the Word Reading assessment only, on the Numerical Operations assessment only, on both of these assessments, and on neither, which served as the referent group. We then modeled the risk of each learning limitation associated with a top quartile concentration of each protein, and with high and lower concentrations of multiple proteins. RESULTS The protein profile of low reading scores was confined to the third and fourth postnatal weeks when increased risks were associated with high concentrations of IL-8 and ICAM-1 in the presence of low concentrations of angio-neurotrophic proteins. The profile of low math scores was very similar, except it did not include ICAM-1. In contrast, the profile of low scores on both assessments was present in each of the first four postnatal weeks. The increased risks associated with high concentrations of TNF-α in the first two weeks and of IL-8 and ICAM-1 in the next two weeks were modulated down by high concentrations of angio-neurotrophic proteins. CONCLUSIONS High concentrations of angio-neurotrophic proteins appear to reduce/moderate the risk of each learning limitation associated with systemic inflammation. The three categories of limitations have protein profiles with some similarities, and yet some differences, too.
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Affiliation(s)
- Alan Leviton
- Boston Children's Hospital and Harvard Medical School, Boston, MA, USA.
| | - Olaf Dammann
- Tufts University School of Medicine, Boston, MA, USA
| | | | | | - Raina N Fichorova
- Brigham and Women's Hospital and Harvard Medical School, Boston, MA, USA
| | - T Michael O'Shea
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Karl C K Kuban
- Boston Medical Center and Boston University School of Medicine, Boston, MA, USA
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Zimmerman E. 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? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:53-65. [PMID: 29255846 DOI: 10.1044/2017_jslhr-l-16-0150] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2016] [Accepted: 08/03/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE This study examined the extent to which children born preterm (< 37 weeks) and/or who have low birth weight (< 2,500 g) catch up with their full term peers in terms of their language abilities at early school age (≥ 5 to < 9 years). METHOD A systematic literature search identified empirical studies that fit the inclusion criteria. Data from the tests/questionnaires used for meta-analysis spanned the following language categories: total language score, expressive language, receptive language, pragmatics, phonological awareness, and grammar. The means (standard deviations) were extracted from the studies and were converted to mean difference and 95% confidence intervals to test for overall effect. RESULTS Sixteen studies met the inclusionary criteria, for a total of 2,739 participants, of which 1,224 were born full term and 1,515 were born preterm. It is important to note that the preterm cohort represented very preterm infants who have a very low birth weight. The meta-analysis found that preterm infants scored significantly worse on total language (p < .001), receptive language (p < .001), expressive language (p < .001), phonological awareness (p < .001), and grammar (p = .03) than their full term peers. However, preterm infants did not score significantly worse than their peers on their pragmatics (p = .19). CONCLUSIONS Children born VPT and who have VLBW perform worse than their peers on their total language, receptive language, expressive language, phonological awareness, and grammar abilities by early school age. This information is important for speech-language pathologists to consider as children born prematurely reach school age.
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Affiliation(s)
- Emily Zimmerman
- Department of Communication Sciences and Disorders, Northeastern University, Boston, MA
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Leveraging the Skills of Nurses and the Power of Language Nutrition to Ensure a Better Future for Children. Adv Neonatal Care 2017; 17:45-52. [PMID: 28079529 DOI: 10.1097/anc.0000000000000373] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Early language exposure is critical for language acquisition and significantly influences a child's literacy skills. However, preterm infants may experience language deprivation in the neonatal intensive care unit. Nurses are vital to helping parents understand their critical role in early language development. PURPOSE To discuss the impact of language-rich interactions and interventions that promote early language exposure, or Language Nutrition, by parents and caregivers on the long-term developmental, language, and educational outcomes of high-risk infants. METHODS/SEARCH STRATEGY A literature search was conducted using PubMed and Web of Science to identify articles that examined the influence of language interactions with high-risk infants on developmental outcomes. Recent campaigns touting the importance of early language exposure were identified through the Bridging the Word Gap Research Network. FINDINGS/RESULTS Increasing preterm infants' exposure to Language Nutrition improves their language development, promotes parent-infant attachment, and decreases parent stress. In addition, it may result in greater neuroplasticity and volume of the auditory cortex. Several campaigns have been developed to increase children's access to Language Nutrition and can be implemented into everyday pediatric and neonatal care. IMPLICATIONS FOR PRACTICE Pediatric, neonatal nurses and advanced practice nurses are uniquely positioned to play a transformational role in high-risk infants' developmental trajectory by educating parents about the importance of Language Nutrition and supporting parents as they engage with their infant. IMPLICATIONS FOR RESEARCH Studies investigating the population-level impact of interventions aimed at increasing infants' access to Language Nutrition as well as studies identifying effective ways to communicate messages about Language Nutrition are warranted.
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Alanko O, Niemi P, Munck P, Matomäki J, Turunen T, Nurmi JE, Lehtonen L, Haataja L, Rautava P. Reading and math abilities of Finnish school beginners born very preterm or with very low birth weight. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.01.022] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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Language outcomes at 36 months in prematurely born children is associated with the quality of developmental care in NICUs. J Perinatol 2016; 36:768-74. [PMID: 27101389 DOI: 10.1038/jp.2016.57] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/04/2015] [Revised: 02/25/2016] [Accepted: 03/03/2016] [Indexed: 11/08/2022]
Abstract
OBJECTIVE The aim of this study was to examine the relationship between the quality levels of NICU developmental care (DC) and language skills at 36 months in very preterm (VPT) children. STUDY DESIGN Language skills of 78 VPT children from 19 NICUs and 90 full-term controls was assessed using a standardized language test. We compared children' language task performance by splitting NICUs into units with high- and low-quality of DC according to two main factors: (1) infant centered care (ICC), and (2) infant pain management (IPM). RESULTS VPT children from low-care units with respect to ICC obtained lower scores in sentence comprehension, compared to children from high-care units. No differences were found between preterm children from high-quality ICC NICUs and full-term children. CONCLUSIONS Findings suggest that higher quality of DC related to infant centered care can mitigate delays in language skills at 36 months in children born VPT.
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Guarini A, Marini A, Savini S, Alessandroni R, Faldella G, Sansavini A. Linguistic features in children born very preterm at preschool age. Dev Med Child Neurol 2016; 58:949-56. [PMID: 27061384 DOI: 10.1111/dmcn.13118] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/10/2016] [Indexed: 11/30/2022]
Abstract
AIM This cross-sectional study focused on the effect of very preterm (VPT) birth on language development by analysing phonological, lexical, grammatical, and pragmatic skills and assessing the role of cognitive and memory skills. METHOD Sixty children (29 males, 31 females) born VPT (<32wks) aged 5 years were compared with 60 children with typical development. The linguistic assessment was performed by administering a battery of Italian tests for the evaluation of language; cognitive and memory skills were assessed by Raven's coloured progressive matrices and digit span subtest (Wechsler Intelligence Scale for Children [WISC-III]). RESULTS Children born VPT showed delays in lexical (comprehension: z-score difference -1.18; 95% confidence interval [CI] -1.60 to -0.77; naming: -0.88; 95% CI -1.19 to -0.58) and pragmatic skills (comprehension: -0.76; 95% CI -1.02 to -0.49; narrative production: -0.47; 95% CI -0.72 to -0.23). Delays in phonology and grammar were less diffuse, involving productive skills (-1.09; 95% CI -1.64 to -0.54; -0.48; 95% CI -0.85 to -0.12, respectively), and were dependent by cognitive and memory skills. Lexical delays were more specific. INTERPRETATION The linguistic profile of children born preterm is characterized by some abilities more impaired than others. This highlights the need of a linguistic assessment at the end of preschool age in order to plan a focused intervention aimed at improving lexical and pragmatic skills.
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Affiliation(s)
| | - Andrea Marini
- Department of Human Sciences, University of Udine & Scientific Institute, IRCCS Eugenio Medea, San Vito al Tagliamento, Pordenone, Italy
| | - Silvia Savini
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Rosina Alessandroni
- Neonatology and Neonatal Intensive Care Unit, S.Orsola-Malpighi Hospital, Department of Medical and Surgical Sciences, University of Bologna, Bologna, Italy
| | - Giacomo Faldella
- Neonatology and Neonatal Intensive Care Unit, S.Orsola-Malpighi Hospital, Department of Medical and Surgical Sciences, University of Bologna, Bologna, Italy
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Leijon I, Ingemansson F, Nelson N, Wadsby M, Samuelsson S. Reading deficits in very low birthweight children are associated with vocabulary and attention issues at the age of seven. Acta Paediatr 2016; 105:60-8. [PMID: 26098907 PMCID: PMC4758409 DOI: 10.1111/apa.13094] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2014] [Revised: 03/30/2015] [Accepted: 06/16/2015] [Indexed: 01/17/2023]
Abstract
Aim This 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. Methods We 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. Results Very 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. Conclusion Very 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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Affiliation(s)
- Ingemar Leijon
- Department of Clinical and Experimental Medicine, Paediatrics Linköping University Linköping Sweden
| | - Fredrik Ingemansson
- Department of Paediatrics Ryhov County Hospital Jönköping Sweden
- Department of Clinical and Experimental Medicine Linköping University Linköping Sweden
| | - Nina Nelson
- Department of Clinical and Experimental Medicine, Paediatrics Linköping University Linköping Sweden
- Department of Quality and Patient Safety Karolinska University Hospital Stockholm Sweden
| | - Marie Wadsby
- Department of Clinical and Experimental Medicine, Child and Adolescent Psychiatry Linköping University Linköping Sweden
| | - Stefan Samuelsson
- Department of Behavioural Sciences and Learning Linköping University Linköping Sweden
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Nazzi T, Nishibayashi LL, Berdasco-Muñoz E, Baud O, Biran V, Gonzalez-Gomez N. [Language acquisition in preterm infants during the first year of life]. Arch Pediatr 2015; 22:1072-7. [PMID: 26299908 DOI: 10.1016/j.arcped.2015.07.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2015] [Revised: 06/01/2015] [Accepted: 07/07/2015] [Indexed: 10/23/2022]
Abstract
Previous studies have shown that preterm children are at a higher risk for cognitive and language delays than full-term children. Most of these studies have concentrated on the effects of prematurity during the preschool or school years, while the effect of preterm birth on the early development of language, much of which occurs during the first year of life, remains very little explored. This article focuses on this crucial period and reviews the studies that have explored early phonological and lexical development in preterm infants. The results of these studies show uneven proficiency in different language subdomains in preterm infants. This raises the possibility that different constraints apply to the acquisition of different linguistic subcomponents in this population, in part as a result of a complex interaction between maturation, experience, and language subdomains.
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Affiliation(s)
- T Nazzi
- Université Paris Descartes, Sorbonne Paris Cité, 75006 Paris, France; Laboratoire psychologie de la perception, CNRS, institut pluridisciplinaire des Saints-Pères, 45, rue des Saints-Pères, 75006 Paris, France.
| | - L L Nishibayashi
- Université Paris Descartes, Sorbonne Paris Cité, 75006 Paris, France
| | - E Berdasco-Muñoz
- Université Paris Descartes, Sorbonne Paris Cité, 75006 Paris, France
| | - O Baud
- Service de réanimation et de pédiatrie néonatales, hôpital Robert-Debré, 75019 Paris, France
| | - V Biran
- Service de réanimation et de pédiatrie néonatales, hôpital Robert-Debré, 75019 Paris, France
| | - N Gonzalez-Gomez
- Université Paris Descartes, Sorbonne Paris Cité, 75006 Paris, France; Department of Psychology, Oxford Brookes University, Oxford, Royaume-Uni
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Sayeur MS, Vannasing P, Tremblay E, Lepore F, McKerral M, Lassonde M, Gallagher A. Visual Development and Neuropsychological Profile in Preterm Children from 6 Months to School Age. J Child Neurol 2015; 30:1159-73. [PMID: 25414236 DOI: 10.1177/0883073814555188] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/24/2014] [Accepted: 09/19/2014] [Indexed: 11/15/2022]
Abstract
The aim of this semilongitudinal study was to investigate the development of central visual pathways in children born preterm but without major neurologic impairments and to establish their cognitive and behavioral profile at school age. Ten children born preterm were assessed at 6 months and at school age, using visual evoked potentials at both time points and cognitive and behavioral tests at school age. We also tested 10 age-matched children born full-term. At 6 months' corrected age, we found no significant differences between preterm and full-term groups for either amplitude or latency of N1 and P1 components. At school age, the preterm group manifested significantly higher N1 amplitudes and tended to show higher P1 amplitudes than the full-term group. We found no significant differences in cognitive and behavioral measures at school age. These results suggest that preterm birth affects visual pathways development, yet the children born preterm did not manifest cognitive problems.
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Affiliation(s)
- Mélissa Sue Sayeur
- Research Centre in Neuropsychology and Cognition, University of Montreal, Quebec, Canada Department of Psychology, University of Montreal, Quebec, Canada Research Centre, Sainte-Justine Hospital, Montreal, Quebec, Canada
| | | | - Emmanuel Tremblay
- Research Centre in Neuropsychology and Cognition, University of Montreal, Quebec, Canada Department of Psychology, University of Montreal, Quebec, Canada Research Centre, Sainte-Justine Hospital, Montreal, Quebec, Canada
| | - Franco Lepore
- Research Centre in Neuropsychology and Cognition, University of Montreal, Quebec, Canada Department of Psychology, University of Montreal, Quebec, Canada Research Centre, Sainte-Justine Hospital, Montreal, Quebec, Canada
| | - Michelle McKerral
- Research Centre in Neuropsychology and Cognition, University of Montreal, Quebec, Canada Department of Psychology, University of Montreal, Quebec, Canada
| | - Maryse Lassonde
- Research Centre in Neuropsychology and Cognition, University of Montreal, Quebec, Canada Department of Psychology, University of Montreal, Quebec, Canada Research Centre, Sainte-Justine Hospital, Montreal, Quebec, Canada
| | - Anne Gallagher
- Research Centre in Neuropsychology and Cognition, University of Montreal, Quebec, Canada Department of Psychology, University of Montreal, Quebec, Canada Research Centre, Sainte-Justine Hospital, Montreal, Quebec, Canada
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Kovachy VN, Adams JN, Tamaresis JS, Feldman HM. Reading abilities in school-aged preterm children: a review and meta-analysis. Dev Med Child Neurol 2015; 57:410-9. [PMID: 25516105 PMCID: PMC4397135 DOI: 10.1111/dmcn.12652] [Citation(s) in RCA: 67] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/16/2014] [Indexed: 12/19/2022]
Abstract
AIM Children born preterm (at ≤32wks) are at risk of developing deficits in reading ability. This meta-analysis aims to determine whether or not school-aged preterm children perform worse than those born at term in single-word reading (decoding) and reading comprehension. METHOD Electronic databases were searched for studies published between 2000 and 2013, which assessed decoding or reading comprehension performance in English-speaking preterm and term-born children aged between 6 years and 13 years, and born after 1990. Standardized mean differences in decoding and reading comprehension scores were calculated. RESULTS Nine studies were suitable for analysis of decoding, and five for analysis of reading comprehension. Random-effects meta-analyses showed that children born preterm had significantly lower scores (reported as Cohen's d values [d] with 95% confidence intervals [CIs]) than those born at term for decoding (d=-0.42, 95% CI -0.57 to -0.27, p<0.001) and reading comprehension (d=-0.57, 95% CI -0.68 to -0.46, p<0.001). Meta-regressions showed that lower gestational age was associated with larger differences in decoding (Q[1]=5.92, p=0.02) and reading comprehension (Q[1]=4.69, p=0.03) between preterm and term groups. Differences between groups increased with age for reading comprehension (Q[1]=5.10, p=0.02) and, although not significant, there was also a trend for increased group differences for decoding (Q[1]=3.44, p=0.06). INTERPRETATION Preterm children perform worse than peers born at term on decoding and reading comprehension. These findings suggest that preterm children should receive more ongoing monitoring for reading difficulties throughout their education.
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Affiliation(s)
- Vanessa N Kovachy
- Department of Pediatrics, Stanford School of Medicine, Palo Alto, CA, USA
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Tischler T, Daseking M, Petermann F. Einschätzung von Risikofaktoren bei der Entstehung von Leseschwierigkeiten. Monatsschr Kinderheilkd 2015. [DOI: 10.1007/s00112-015-3321-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Woods PL, Rieger I, Wocadlo C, Gordon A. Predicting the outcome of specific language impairment at five years of age through early developmental assessment in preterm infants. Early Hum Dev 2014; 90:613-9. [PMID: 25239156 DOI: 10.1016/j.earlhumdev.2014.07.010] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/13/2013] [Revised: 07/16/2014] [Accepted: 07/22/2014] [Indexed: 10/24/2022]
Abstract
BACKGROUND Very preterm infants (<30 weeks of gestation) are at increased risk of specific language impairment and systematic developmental follow-up is essential for the provision of targeted early intervention. AIMS To define the predictive value of early language testing and stability of language development, and perinatal and demographic risk factors for the diagnosis of SLI at 5 years, in a cohort of preterm infants. STUDY DESIGN We used a retrospective hospital based cohort study. SUBJECTS Preterm infants <30 weeks of gestation, were cared for in NICU at RPAH, between 2004 and 2007, and prospectively enrolled in developmental follow-up. Standardised developmental assessment was done at 3 years utilising the Bayley Scales of Infant and Toddler Development-III and the Wechsler Preschool and Primary Scale of Intelligence-III was done at 5 years. OUTCOME MEASURES Predictive value and stability of early language testing were assessed with respect to SLI at 5 years, using measures of diagnostic accuracy and kappa values. Multivariate logistic regression was performed during the distribution of perinatal and demographic risk factors for SLI. RESULTS One-in-five met diagnostic criteria for SLI (19%, n=24). Limited diagnostic accuracy was found with early expressive language and the stability of language scores demonstrated only fair agreement (Cohen's κ .383). Multilingual status and extreme gestational age at 24-25 weeks were associated with a six-fold increased risk of SLI (OR 6.09, 95% CI 1.89-19.56; OR 6.09, 95% CI 1.28-29.0). CONCLUSION We defined a high incidence of SLI among our cohort, but only a limited diagnostic accuracy of early language testing. Multilingual status and extreme prematurity were independent risk factors for SLI. It remains imperative to perform continued developmental assessments beyond pre-school age to identify language impairment with greater accuracy.
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Affiliation(s)
- Patricia L Woods
- Centre for Newborn Care, Royal Prince Alfred Hospital for Mothers and Babies, Sydney, NSW 2050, Australia.
| | - Ingrid Rieger
- Centre for Newborn Care, Royal Prince Alfred Hospital for Mothers and Babies, Sydney, NSW 2050, Australia; The University of Sydney, NSW 2006, Australia
| | - Crista Wocadlo
- Centre for Newborn Care, Royal Prince Alfred Hospital for Mothers and Babies, Sydney, NSW 2050, Australia
| | - Adrienne Gordon
- Centre for Newborn Care, Royal Prince Alfred Hospital for Mothers and Babies, Sydney, NSW 2050, Australia; The University of Sydney, NSW 2006, Australia
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Boyer J, Flamant C, Boussicault G, Berlie I, Gascoin G, Branger B, N'Guyen The Tich S, Rozé JC. Characterizing early detection of language difficulties in children born preterm. Early Hum Dev 2014; 90:281-6. [PMID: 24726534 DOI: 10.1016/j.earlhumdev.2014.03.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/18/2013] [Revised: 12/18/2013] [Accepted: 03/08/2014] [Indexed: 10/25/2022]
Abstract
BACKGROUND The optimal age for assessing language difficulties in premature children remains unclear. AIMS To determine the most predictive and earliest screening tool for later language difficulties on children born preterm. STUDY DESIGN A prospective population-based study in the Loire Infant Follow-up Team LIFT SUBJECTS: All children born <35weeks of gestation between 2003 and 2005 were assessed at corrected ages by four screening tools: the Ages & Stages Questionnaire (ASQ) communication scale at 18 and 24months, the language items of Brunet Lezine test at 24months, and the "Epreuves de Repérage des Troubles du Langage" (ERTL) at 4years. OUTCOME MEASURES After 5years, the kindergarten teacher evaluated the vocabulary, grammar and pronunciation capacities of the child in comparison with the classroom performances. RESULTS Among 1957 infants enrolled at discharge, 947 were assessed by their teacher with 12.2% (n=116) of language difficulties. Full data at all time points were available for 426 infants. The area under curve of the receiver operator characteristic curve obtained for the ASQ communication scale at 18months was significantly lower (0.65±0.09) than that obtained at 24months (0.77±0.08) and the languages items of Brunet Lezine test at 24months (0.77±0.08), and the ERTL at 4years (0.76±0.09). The optimal cut-off value for ASQ communication at 24months is ≤45 [sensitivity of 0.79 (95%CI: 0.70-0.86); specificity of 0.63 (95%CI: 0.59-0.66)]. CONCLUSIONS The Ages & Stages Questionnaire communication scale at 24 corrected months appears as an acceptable test at an early time point to identify preterm children at risk of later language difficulties.
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Affiliation(s)
- Julie Boyer
- Department of Otolaryngology (ENT), Nantes University Hospital, France; Centre d'Investigation Clinique INSERM CIC004, University Hospital of Nantes, France.
| | - Cyril Flamant
- Centre d'Investigation Clinique INSERM CIC004, University Hospital of Nantes, France; Nantes University, Department of Neonatal Medicine, University Hospital of Nantes, France; "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France
| | - Gerald Boussicault
- Nantes University, Department of Neonatal Medicine, University Hospital of Nantes, France
| | - Isabelle Berlie
- "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France
| | - Géraldine Gascoin
- "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France; Angers University, Department of Neonatal Medicine, University Hospital of Angers, France
| | - Bernard Branger
- "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France
| | - Sylvie N'Guyen The Tich
- "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France; Angers University, Department of Neuropediatrics, University Hospital of Angers, France
| | - Jean-Christophe Rozé
- Centre d'Investigation Clinique INSERM CIC004, University Hospital of Nantes, France; Nantes University, Department of Neonatal Medicine, University Hospital of Nantes, France; "Loire Infant Follow-up Team" (LIFT) Network, Pays de Loire, France
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Sansavini A, Pentimonti J, Justice L, Guarini A, Savini S, Alessandroni R, Faldella G. Language, motor and cognitive development of extremely preterm children: modeling individual growth trajectories over the first three years of life. JOURNAL OF COMMUNICATION DISORDERS 2014; 49:55-68. [PMID: 24630591 DOI: 10.1016/j.jcomdis.2014.02.005] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2013] [Revised: 01/12/2014] [Accepted: 02/04/2014] [Indexed: 06/03/2023]
Abstract
UNLABELLED Survival rate of extremely low gestational age (ELGA) newborns has increased over 80% in the last 15 years, but its consequences on the short- and longer-term developmental competencies may be severe. The aim of this study was to describe growth trajectories of linguistic, motor and cognitive skills among ELGA children, compared to full-term (FT) peers, from the first to the third year of life, a crucial period for development. Growth curve analysis was used to examine individual and group differences in terms of initial status at 12 months and rate of growth through the second and the third year of life with five points of assessment. Twenty-eight monolingual Italian children, of whom 17 were ELGA (mean GA 25.7 weeks) and 11 were FT children, were assessed through the BSID-III at 12, 18, 24, 30 and 36 months for language skills and at 12, 24 and 30 months for motor and cognitive skills. ELGA children presented significantly lower scores than FT peers in language, motor and cognitive skills and they did not overcome their disadvantage by 3 years, even if their corrected age was taken into account. Concerning growth curves, in motor development a significant increasing divergence was found showing a Matthew effect with the preterm sample falling further behind the FT sample. In linguistic and cognitive development, instead, a stable gap between the two samples was found. In addition, great inter-individual differences in rate of change were observed for language development in both samples. Our findings highlight the theoretical and clinical relevance of analyzing, through growth curve analyses, the developmental trajectories of ELGA children in language skills taking into account their inter-individual variability also across motor and cognitive domains. LEARNING OUTCOMES After reading this article, the reader will interpret: (a) characteristics and growth trajectories of ELGA children from the first to the third year of life with respect to FT children in language, motor and cognitive development; (b) the method of growth curve analyses to describe group as well as inter-individual trajectories; (c) the rate of inter-individual variability in language as well as motor and cognitive skills, which gives useful indications for early interventions.
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Affiliation(s)
| | - Jill Pentimonti
- School of Teaching and Learning, The Ohio State University, Columbus, OH, United States
| | - Laura Justice
- School of Teaching and Learning, The Ohio State University, Columbus, OH, United States
| | | | - Silvia Savini
- Department of Psychology, University of Bologna, Italy
| | - Rosina Alessandroni
- Neonatology and Neonatal Intensive Care Unit - S. Orsola-Malpighi Hospital, Department of Medical and Surgical Sciences, University of Bologna, Italy
| | - Giacomo Faldella
- Neonatology and Neonatal Intensive Care Unit - S. Orsola-Malpighi Hospital, Department of Medical and Surgical Sciences, University of Bologna, Italy
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Bonifacci P, Montuschi M, Lami L, Snowling MJ. Parents of children with dyslexia: cognitive, emotional and behavioural profile. DYSLEXIA (CHICHESTER, ENGLAND) 2014; 20:175-190. [PMID: 24265066 DOI: 10.1002/dys.1469] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2013] [Revised: 09/17/2013] [Accepted: 10/02/2013] [Indexed: 06/02/2023]
Abstract
Within a dimensional view of reading disorders, it is important to understand the role of environmental factors in determining individual differences in literacy outcome. In the present study, we compared a group of 40 parents of children with dyslexia (PDys) with a group of 40 parents of typically developing children. The two parent groups did not differ in socioeconomic status or nonverbal IQ. Participants were assessed on cognitive (IQ, digit span) and literacy (reading fluency and accuracy) tasks, phonological awareness and verbal fluency measures. Questionnaires addressed reading history, parental distress, family functioning, anxiety and depression. The PDys group performed worse in all literacy measures and more frequently reported a history of poor reading; they also showed more parental distress. There were no differences between the two groups in depression or family functioning and no differences between mothers and fathers. Findings indicate that PDys show a cognitive profile consistent with the broader phenotype of dyslexia (i.e. reading impairment and poor phonological awareness), whereas, considering the emotional profile, the impact of dyslexia on the family system is limited to parental distress associated with the perception of having a child with specific needs.
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Affiliation(s)
- Paola Bonifacci
- Department of Psychology, University of Bologna, Viale Berti Pichat n.5, 40127, Bologna, Italy
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Sansavini A, Guarini A, Caselli MC. Preterm birth: neuropsychological profiles and atypical developmental pathways. ACTA ACUST UNITED AC 2013; 17:102-13. [PMID: 23362030 DOI: 10.1002/ddrr.1105] [Citation(s) in RCA: 65] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2012] [Accepted: 05/10/2012] [Indexed: 11/08/2022]
Abstract
Preterm birth is characterized by multiple interacting atypical constraints affecting different aspects of neuropsychological development. In the first years of life, perceptual, motor, and communicative-linguistic abilities, as well as attention, processing speed, and memory are affected by preterm birth resulting in cascading effects on later development. From school age to adolescence, a catch-up of simpler competencies (i.e., receptive lexicon) along with a more selective effect on more complex competencies (i.e., complex linguistic functions, math, motor, and executive functions) are observed, as well as a relevant incidence of behavioral outcomes. A wide heterogeneity in preterm children's neuropsychological profiles is described depending on the interaction among the degree of neonatal immaturity, medical complications, neurological damages/alterations, environmental and social factors. Severe neuromotor and sensory damages are not frequent, while low severity impairments are common among preterm children. It is argued that developmental pathways of preterm children are atypical, and not merely delayed, and are characterized by different developmental patterns and relationships among competencies.
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Bos LT, Tijms J. The incidence of prematurity or low birth weight for gestational age among children with dyslexia. Acta Paediatr 2012; 101:e526-8. [PMID: 22882207 DOI: 10.1111/j.1651-2227.2012.02806.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Lisanne T Bos
- University of Amsterdam, Department of Developmental Psychology, the Netherlands
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Caravale B, Mirante N, Vagnoni C, Vicari S. Change in cognitive abilities over time during preschool age in low risk preterm children. Early Hum Dev 2012; 88:363-7. [PMID: 22051526 DOI: 10.1016/j.earlhumdev.2011.09.011] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2010] [Revised: 09/12/2011] [Accepted: 09/15/2011] [Indexed: 10/15/2022]
Abstract
BACKGROUND More information is needed on 'low-risk' preterm infants' neurological outcome so that they can be included in follow-up programs at least until school age. OBJECTIVE To examine the neuropsychological outcome in a group of low-risk low birth weight (LBW) children without neurological impairment followed from birth to 5 years of age. PATIENTS 26 intellectually normal children born preterm (30-34 weeks gestation) without major neurological disabilities and 23 control children born at term and matched for age, sex, and parental educational and occupational status. METHODS Subjects already evaluated at 3 years of age underwent assessment again at 5 years using as neuropsychological outcome measures a wide range of tests including perceptual and visual-motor function, language comprehension and expression, and attention skills. RESULTS When tested at 5 years, children born preterm still obtained significantly lower mean scores than controls on visual motor integration test (57 vs 64, p=0.01), visual perception test (41 vs 43, p=0.002) and a trend toward a lower score in the picture vocabulary test (81 vs 85.5, p=0.07). The group of premature infants and controls improved their performance over time in the neuropsychological abilities investigated and, in some skills such as visual perception. Children born preterm took longer than those born at term to reach similar performance levels, 5 versus 3 years. CONCLUSION Ex low-risk children born preterm achieve lower scores over time in visual-motor and perceptual ability scales and in some language tests than children born at term. Like high-risk premature infants even those at low risk deserve regular follow-up with long-term programs.
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Affiliation(s)
- Barbara Caravale
- Department of Medical and Surgical Neonatology, Children's Hospital Bambino Gesù, Research Hospital, Piazza Sant'Onofrio 4, 00165, Rome, Italy.
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