The effect of socioeconomic status on the language outcome of preterm infants at toddler age

Wild, K. Taylor; Betancourt, Laura M.; Brodsky, Nancy L.; Hurt, Hallam

doi:10.1016/j.earlhumdev.2013.05.008

Cited by 62 publications

(50 citation statements)

References 28 publications

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“…Language development could be affected by deprivation of maternal sounds during an important period of auditory system development (De Regnier, Wewerka, Georgieff, Mattia, & Nelson, 2002). Considering findings regarding the association between higher maternal education (at least graduation compared to middle/high school) and higher language score in LP group, they are consistent with prior studies showing a relationship between socio-economic status (SES) and language development (Wild, Betancourt, Brodsky, & Hurt, 2013;Landry, Smith, & Swank, 2002). For example, higher levels of maternal education, commonly used to indicate SES, were positively associated with higher mental developmental index as early as 18-22 months of age (Vohr et al, 2000).…”

Section: Discussionsupporting

confidence: 78%

“…For example, higher levels of maternal education, commonly used to indicate SES, were positively associated with higher mental developmental index as early as 18-22 months of age (Vohr et al, 2000). In addition, Wild et al (2013), using BSID-III at 22 months of CA, reported that in their preterm cohort lower SES was associated with lower scores on measures of receptive and expressive language skills. Taken together, these results suggest that low SES environment may expose vulnerable children to less learning experiences that may promote language development, for example sharing play activities, conversing, reading.…”

Section: Discussionmentioning

confidence: 94%

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One-year neurodevelopmental outcome of very and late preterm infants: Risk factors and correlation with maternal stress

Coletti

Caravale

Gasparini

et al. 2015

Infant Behavior and Development

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 94%

One-year neurodevelopmental outcome of very and late preterm infants: Risk factors and correlation with maternal stress

Coletti

Caravale

Gasparini

et al. 2015

Infant Behavior and Development

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“…Thus, as exposed, it is essential that children born premature are monitored for early identification of the ones who will eventually have language difficulties, as the early intervention in those cases may reduce or eliminate the impact of such deficits in the development of this population, as highlighted in several studies (22,23,29) .…”

Section: Discussionmentioning

confidence: 99%

Desempenho linguístico de prematuros de 2 anos, considerando idade cronológica e idade corrigida

Monteiro-Luperi

Befi-Lopes

Diniz

et al. 2016

CoDAS

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RESUMO Introdução O nascimento prematuro acarreta problemas que não se restringem à mortalidade perinatal. Alguns prematuros, mesmo na ausência de lesões cerebrais, apresentam consequências negativas em diversos aspectos do desenvolvimento, como dificuldades em adquirir linguagem. Objetivo O objetivo deste estudo foi verificar o desempenho linguístico de prematuros, na faixa etária de 2 anos, considerando a idade cronológica e a idade corrigida. Métodos Participaram do estudo 23 sujeitos prematuros e para verificar as habilidades linguísticas foi aplicado o Test of Early Language Development – TELD-3. Resultados Os sujeitos prematuros apresentaram desempenho total alterado no TELD-3 em 39,13% dos casos. Os prematuros também foram analisados considerando o atraso para a idade cronológica e a corrigida e não houve diferença no desempenho para os subtestes receptivo (p = 0,250) e expressivo (p = 1,000). Conclusão O grupo de prematuros aos 2 anos de idade constitui população de risco para alterações de linguagem que não podem ser compensadas com a correção da idade.

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“…These latter matching variables were selected due to evidence from the literature that gender and maternal education may play a role in child language outcome. Specifically, male gender and low maternal education place a child at risk for later negative language outcomes [28,29]. Five females and 3 males were present in each group and maternal education consisted of 5 mothers with high school education and three mothers with baccalaureate degrees.…”

Section: Methods Participantsmentioning

confidence: 99%

Maternal Shared Reading with Toddlers Born Preterm and Full-Term

Loeb

Imgrund²,

Greb³

et al. 2015

Commun Disord Deaf Stud Hearing Aids

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Reading aloud to children is a predictor of later language and literacy development. Children as young as 7 months of age benefit from shared reading experiences. The purpose of this study was to evaluate and compare mothers' shared reading to their children in two groups: children born preterm and children born full-term. Sixteen mother-child dyads, 8 mothers with children born preterm and 8 mothers with children born full-term matched for child gender and maternal education participated when the children were an average of 13 months of age. The mothers were video-recorded as they shared two books with their children. The mothers' shared book reading behaviors and use of print awareness was examined using the Toddler Emergent Literacy Checklist. There was no difference between the two groups of mothers with respect to shared book reading characteristics. Both groups of mothers used a variety of shared reading behaviors, such as labeling pictures, pointing to pictures, describing pictures, asking questions about pictures, asking the child to turn the page, and using child-directed prosody. Regarding print awareness, few of these behaviors were present in either group. Tracking print was present only in a small number of the mothers of the children born full-term. Together, these results provide new information on the early shared book reading of mothers of children born preterm and full-term.

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The effect of socioeconomic status on the language outcome of preterm infants at toddler age

Cited by 62 publications

References 28 publications

One-year neurodevelopmental outcome of very and late preterm infants: Risk factors and correlation with maternal stress

One-year neurodevelopmental outcome of very and late preterm infants: Risk factors and correlation with maternal stress

Desempenho linguístico de prematuros de 2 anos, considerando idade cronológica e idade corrigida

Maternal Shared Reading with Toddlers Born Preterm and Full-Term

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