Language functions in preterm-born children: a systematic review and meta-analysis
Inge L van Noort-van der Spek1, Marie-Christine J P Franken, Nynke Weisglas-Kuperus
1Department of Otorhinolaryngology, Erasmus University Medical Centre-Sophia Children's Hospital, Rotterdam, Netherlands. i.vanderspek@erasmusmc.nl
Pediatrics
|March 21, 2012
Summary
Children born preterm often face language challenges. These difficulties, especially with complex language skills, worsen between ages 3 and 12 compared to term-born peers.
Area of Science:
- Developmental psychology
- Pediatric neurology
- Speech-language pathology
Background:
- Preterm-born children (<37 weeks' gestation) exhibit higher rates of language function problems than term-born children.
- The long-term developmental trajectory of these language issues remains unclear.
Purpose of the Study:
- To investigate the developmental course of language functions in preterm-born children.
- To track language development from 3 to 12 years of age.
Main Methods:
- A systematic literature search was conducted across multiple databases (Embase, PubMed, Web of Knowledge, PsycInfo) for studies published between 1995 and 2011.
- Meta-analysis of effect sizes (Cohen's d) for simple and complex language functions.
- Meta-regression analysis to assess the impact of age on language function differences.
Main Results:
- Preterm-born children consistently scored lower on both simple and complex language function tests compared to term-born children.
- These disparities persisted regardless of major disabilities or socioeconomic status.
- A significant increase in the gap for complex language function was observed between preterm- and term-born children from age 3 to 12.
Conclusions:
- Preterm-born children experience progressively greater challenges with complex language functions as they age.
- Early language interventions may be crucial for this population.
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