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A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting
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Communicative performance and vocabulary domain in preschool preterm infants

Dionísia Aparecida Cusin Lamônica1, Caroline Kauffman Becaro1, Aline Cabral Borba1

  • 1Universidade de São Paulo, Faculdade de Odontologia de Bauru, Departamento de Fonoaudiologia, Bauru, São Paulo, Brasil.

Journal of Applied Oral Science : Revista FOB
|July 19, 2018
PubMed

Insights

Preschool children born prematurely, even without neurological issues, may exhibit language skill deficits compared to peers born at term. These findings highlight the importance of early language development for academic success.

Area of Science:

  • Developmental Psychology
  • Pediatric Language Development
  • Early Childhood Education

Background:

  • Premature birth can impact long-term child development.
  • Language skills are crucial for preschool readiness and academic success.
  • Understanding developmental trajectories in preterm children is essential.

Purpose of the Study:

  • To compare receptive and expressive language skills in preschool-aged children born preterm versus full-term.
  • To analyze the impact of prematurity on language development without neurological injury.
  • To underscore the significance of language proficiency for preschool performance.

Main Methods:

  • Comparative study of two groups: 40 preterm and 40 full-term preschoolers, matched for key demographics.
  • Utilized the ABFW Child Language Test, Peabody Picture Vocabulary Test, and Observation of Communicative Behavior.
  • Assessed language skills through parent and teacher reports using the MacArthur Communicative Development Inventory.

Main Results:

  • Statistically significant differences were found in language assessments (ABFW, Peabody).
  • Preterm children showed significant deficits in expressive vocabulary, as reported by parents and teachers.
  • Difficulties were noted in narrative skills, dialogic activities, and attention for the preterm group.

Conclusions:

  • Preschoolers born prematurely, despite low neurological risk, may face linguistic challenges compared to their full-term peers.
  • Early identification and intervention for language development in preterm children are critical.
  • Language skills are foundational for successful integration into preschool environments.
Abstract

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