Narrative skills of children born preterm

Crosbie, Sharon; Holm, Alison; Wandschneider, Shannon; Hemsley, Gayle

doi:10.3109/13682821003624998

Cited by 17 publications

(30 citation statements)

References 51 publications

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“…[27][28][29][30][31][32][33][34][35][36][37][38][39] Randomeffects meta-analysis revealed that preterm-born children had significantly lower receptive vocabulary scores compared with term-born children, as indicated by the combined effect size of d = -0.45 (95% CI: -0.59 to -0.30; P , .001) (Fig 2). Significantly lower receptive vocabulary scores in preterm-born children compared with term-born children were found in 8 of the 13 studies.…”

Section: Simple Language Functionmentioning

confidence: 99%

“…24,25,37,39,40,41 Receptive and expressive language was assessed with the CELF in 5 studies. 25,[38][39][40][41] Preterm-born children had significantly lower total language, receptive, and expressive language scores compared with term-born children, as indicated by the combined effect size for total language (d = -0.62 [95% CI: -0.82 to -0.43]; P , .001) (Fig 2), receptive language (d = -0.69 [95% CI: -0.82 to -0.55]; P , .001), and expressive language (d = -0.61 [95% CI: -0.74 to -0.47]; P , .001) (Supplemental Fig 4).…”

Section: Complex Language Functionmentioning

confidence: 99%

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Language Functions in Preterm-Born Children: A Systematic Review and Meta-analysis

Spek¹,

Franken²,

2012

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BACKGROUND AND OBJECTIVE: Preterm-born children (,37 weeks' gestation) have higher rates of language function problems compared with term-born children. It is unknown whether these problems decrease, deteriorate, or remain stable over time. The goal of this research was to determine the developmental course of language functions in preterm-born children from 3 to 12 years of age. METHODS:Computerized databases Embase, PubMed, Web of Knowledge, and PsycInfo were searched for studies published between January 1995 and March 2011 reporting language functions in pretermborn children. Outcome measures were simple language function assessed by using the Peabody Picture Vocabulary Test and complex language function assessed by using the Clinical Evaluation of Language Fundamentals. Pooled effect sizes (in terms of Cohen's d) and 95% confidence intervals (CI) for simple and complex language functions were calculated by using random-effects models. Meta-regression was conducted with mean difference of effect size as the outcome variable and assessment age as the explanatory variable.RESULTS: Preterm-born children scored significantly lower compared with term-born children on simple (d = -0.45 [95% CI: -0.59 to -0.30]; P , .001) and on complex (d = -0.62 [95% CI: -0.82 to -0.43]; P , .001) language function tests, even in the absence of major disabilities and independent of social economic status. For complex language function (but not for simple language function), group differences between preterm-and term-born children increased significantly from 3 to 12 years of age (slope = -0.05; P = .03). CONCLUSIONS:

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Section: Simple Language Functionmentioning

confidence: 99%

Section: Complex Language Functionmentioning

confidence: 99%

Language Functions in Preterm-Born Children: A Systematic Review and Meta-analysis

Spek¹,

Franken²,

2012

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“…Prevalence of hearing loss is higher in this population, and can negatively affect other areas of communication. Premature infants without neurological disabilities may also show signs of communication difficulties (Crosbie, Holm, Wandschneider, & Hemsley, 2011). The association between prematurity and communication difficulties involves a complex interplay of influences between the child and his/her environment (Lewis et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

Mothers' perceptions of their premature infant's communication: A description of two cases

Pascoe¹,

Bissessur²,

Mayers³

2016

Health SA Gesondheid

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“…This affected the flow and fluency of Peter's narrative, making it extremely difficult to follow. These behaviors are common word finding strategies in children with SLI and are considered evidence of language impairment (MacLachlan and Chapman, 1988;Dollaghan and Campbell, 1992;Crosbie et al, 2010). Further, these behaviors were almost non-existent in the comparison child (with just 4% of t-units exhibiting disruptions).…”

Section: Limited Response To Interventionmentioning

confidence: 99%

“…Difficulties efficiently accessing the L2 lexicon would drain cognitive resources. Automaticity is essential to free up processing capacity for sentence planning (Wijnen, 1990;Crosbie et al, 2010). Without automaticity, Peter has reduced processing capacity to plan, organize, and structure utterances during conversation and academic tasks.…”

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confidence: 99%

Language difference and disorder in early sequential bilingual children

Hemsley¹

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This thesis explores the language development of early sequential bilingual (ESB) children.This group speak a language other than English at home (L1) and are introduced to English before the age of five years. Although over 20% of school age children in Australia are ESB, there is limited literature investigating typical language development in this group. This presents a unique challenge for speech-language pathologists (SLPs) working with ESB children. Without a benchmark for typical language development, it is difficult to validly discern atypical development and identify language disorder.This thesis has a strong clinical focus, providing essential foundations for Australian SLPs in an area where none currently exist. It is divided into three sections, each addressing a key area of clinical knowledge: understanding typical development, identifying disordered development, and intervention. The findings are considered within a dynamic interactive processing framework of language (Kohnert, , 2013 which considers interactions between language and the environment, as well as interactions between language and other cognitive systems within the individual.Section 1 presents two papers investigating the features of typical L1 and L2 lexical development in Australian ESB children. First, a longitudinal study investigated L1 and L2 lexical development during the initial stages of L2 exposure. Nine Samoan-English ESB children and matched monolingual controls were assessed four times during their first two years at school. Patterns of ESB lexical learning were identified between and within each language. Importantly, this study highlighted composite scoring as a valid methodology for assessing the lexical skills of ESB children.Data from the longitudinal study revealed a second element of language learning in SamoanEnglish bilinguals. Receptive and expressive vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2).Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 (phrasal nouns and holonyms) emerged more slowly. This suggests that L1 influences L2 lexical acquisition in this population.iii The second section of this thesis investigates how assessment can validly differentiate language difference from disorder in Australian ESB children. Knowledge of typical ESB language development was used as a means to identify disordered language development. A single case series presented the cases of school age sequentially bilingual children. A range of clinically feasible, culturally sensitive assessment techniques were utilised to achieve valid differential diagnosis. The cases suggest two essential standards for evaluating bilingual language developm...

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Narrative skills of children born preterm

Abstract: Children born preterm show subtle and specific linguistic deficits that continue to affect their ability to formulate a narrative in the upper primary school years.

Cited by 17 publications

References 51 publications

Language Functions in Preterm-Born Children: A Systematic Review and Meta-analysis

Language Functions in Preterm-Born Children: A Systematic Review and Meta-analysis

Mothers' perceptions of their premature infant's communication: A description of two cases

Language difference and disorder in early sequential bilingual children

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