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Improved Cognitive Development in Preterm Infants with Shared Book Reading

Susan Braid, Jenny Bernstein

    Neonatal Network : NN
    |January 24, 2016
    PubMed

    Insights

    Reading aloud more than twice weekly boosts cognitive development in preterm infants. Parental education and race influence reading frequency, highlighting shared book reading as a key intervention.

    Area of Science:

    • Developmental Psychology
    • Pediatric Health
    • Early Childhood Education

    Background:

    • Children born preterm face heightened risks for developmental delays.
    • Early interventions are crucial for optimizing cognitive outcomes in this vulnerable population.
    • Shared book reading is a recognized early literacy practice.

    Purpose of the Study:

    • To investigate the impact of shared book reading on cognitive development in preterm infants.
    • To identify factors influencing the frequency of shared book reading among parents of preterm children.

    Main Methods:

    • Secondary analysis of the Early Childhood Longitudinal Study-Birth Cohort.
    • Included 1400 singleton preterm infants (22-36 weeks gestation).
    • Cognitive development assessed using the Bayley Mental Scale score.

    Main Results:

    • Reading aloud over twice weekly was significantly associated with higher cognitive scores at age two (p < .001).
    • Parental race/ethnicity and education levels were identified as significant factors influencing reading frequency.
    • These findings underscore the potential of shared book reading as an early developmental intervention.

    Conclusions:

    • Shared book reading demonstrates a positive association with cognitive development in preterm children.
    • Addressing socioeconomic and demographic factors may enhance the implementation of shared book reading interventions.
    • Promoting regular shared book reading can be a valuable strategy to support cognitive growth in preterm infants.
    Abstract

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