Expressive and Receptive Language Characteristics in Three-Year-Old Preterm Children with Extremely Low Birth Weight

Lierde, Kristiane M. Van; Roeyers, Herbert; Boerjan, Sabine; Groote, Isabel De

doi:10.1159/000238401

Cited by 21 publications

(22 citation statements)

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“…Studies on communicative -linguistic development found that preterm children have problems in auditory discrimination in the first days of life, and at 4 and 5 years old (53,55,62), problems in grammar skills at 2, 3, 5 and 6 years old (47,50,55,57,59,61,64), problems in naming objects and words at 4 and 5 years old (55,62,63,64) and pre-reading skills at 6 years (64). Other studies found that these children have no problems in lexical production at 4 years old (62).…”

Section: Discussionmentioning

confidence: 99%

“…However, there are no conclusive data about problems in expressive and receptive language develop-ment in general, vocabulary size and communication skills. Some studies found that preterm children have problems in expressive and receptive language development in general in the first two years of life, and from 2 to 6 years of age (40,48,52,54,61,62,65). One study found that preterm children have no problems in expressive and receptive language development in general at 5 years (63) and other study found that these children have problems in some specific components of expressive language (sentences), but they do not have problems in other components (information) at 3 years old (60).…”

Section: Discussionmentioning

confidence: 99%

“…Espy et al (41) also found that at this age preterm children experience problems with vocabulary. Van Lierde et al (61) found that at this age preterm children had poorer receptive language skills (comprehension of questions, use of passive sentences, inference skills and use of prepositions), expressive language skills (defining words and expressing semantic relations) and morphosyntactic skills.…”

Section: Communicative-linguistic Development Studiesmentioning

confidence: 99%

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Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

2015

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Objective -The aim of this paper is to describe the psychological development in three areas (cognitive, communicative-linguistic and social-emotional domains) of very preterm children and/or low birth weight, aged from 0 to 6 years, to discover if problems exist and if these difficulties remain, decrease or increase over time, up to 6 years of age, through of review of studies done in this population. Materials and methods -Seven databases were searched. The search yielded 975 studies and those related to cognitive, communicative-linguistic and social-emotional development in children without physical problems, ranging in age from birth to 6 years, gestational age less than 32 weeks and/or birth-weight less than 2499 grams were analyzed. Most of the 47 studies analyzed were conducted after 2005, focused on children aged 3-5 years, and compared preterm and full-term infants. ResultsThe studies agree that preterm children differ in many developmental domains but there is no consensus on others. Several studies found a close association between the three different areas analyzed. Conclusion -Early intervention of preterm and/or low birth weight children is the most important way to prevent and/or reduce academic, communicative and social-emotional (anxiety/depression) problems, and improve long-term adaptation to the environment, self-regulation, communication skills, social competence and academic performance in general.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Communicative-linguistic Development Studiesmentioning

confidence: 99%

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Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

2015

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“…Studies have used the corrected age for prematurity to verify the performance for functional abilities in varied developmental areas 22,28 ; however, it is worthy pointing that there is no consensus regarding the use of the corrected age for the assessment of the prematurity effects in different development dimensions 18,23 . This is justified, since the use of the corrected age could put premature children in normative baselines, in a first analysis and, then, postpone preventive measures for a full development 23 .…”

Section: Resultsmentioning

confidence: 99%

“…Studies have reported that premature children may show delay in receptive language and in expressive language 2,19 . Regarding the communicative abilities, literature also shows the affected areas in premature refer to linguistic abilities, to vocabulary, to grammar and phonological awareness, which are usually less developed when compared to the development of children who were born at term 3,[14][15][16][19][20][21][22][23][24][25][26][27][28][29][30][31] . Given the above, this study purpose was to compare the development of communicative abilities in children who were born premature, extreme premature and typical children with chronological age between two and three.…”

Section: Casuistic Characterizationmentioning

confidence: 99%

Habilidades comunicativas de crianças prematuras e prematuras extremas

Ribeiro

Lamônica

2014

Rev. CEFAC

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Objetivo comparar o desempenho das habilidades comunicativas, de crianças nascidas prematuras, prematuras extremas e típicas de idade cronológica entre dois e três anos. Métodos participaram do estudo 72 crianças distribuídas em quatro grupos: 20 prematuros (GE-I), 16 prematuros extremos (GE-II) e 36 crianças com desenvolvimento típico (GC-I e GC-II), de idade cronológica entre dois a três anos. Houve pareamento quanto à idade cronológica e sexo. A avaliação constou da aplicação do Protocolo de Anamnese e Observação do Comportamento Comunicativo. O tratamento estatístico constou do Teste “t” Student e do Teste de Mann-Whitney (p ≤ 0,05). Resultados na comparação entre os grupos de prematuros e típicos (GE-I e GC-I e GEII e GC-II), quanto às habilidades comunicativas verificou-se diferenças significantes, apesar da heterogeneidade no desempenho dos prematuros e prematuros extremos. Na comparação entre os prematuros (GE-I e GE-II) não foram observadas diferenças significantes, entretanto, GE-I obteve desempenho superior em todas as categorias, exceto para a categoria uso de gestos. As categorias de menor ocorrência para GE-I foram: respeitar troca de turno, participar e manter atividade dialógica. Para o GE-II foram: participar e manter atividade dialógica, realizar ordens complexas, iniciar e respeitar troca de turno, funções de informar, oferecer e produzir frases. Conclusão houve diferenças significantes no desempenho comunicativo das crianças prematuras e prematuras extremas, quanto comparadas às crianças típicas, mas não houve diferenças significantes na comparação entre os prematuros. Apesar dos resultados indicarem que os grupos de prematuros tendem ao atraso no desenvolvimento das habilidades comunicativas, os grupos não demonstraram ser homogêneos.

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Preterm Birth: Neuropsychological Profiles and Atypical Developmental Pathways

Sansavini

Guarini

Caselli

2011

Dev Disabil Res Revs

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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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Expressive and Receptive Language Characteristics in Three-Year-Old Preterm Children with Extremely Low Birth Weight

Cited by 21 publications

References 11 publications

Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

Early Psychological Development of Very Preterm and/or Low Birth Weight Children: A Review of the Literature

Habilidades comunicativas de crianças prematuras e prematuras extremas

Preterm Birth: Neuropsychological Profiles and Atypical Developmental Pathways

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