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Uneven Linguistic Outcome in Extremely Preterm Children
P De Stefano1,2, M Marchignoli3,4, F Pisani3
1Physiology Unit, Department of Neuroscience, University of Parma, Parma, Italy. pia.destefano@hcuge.ch.
Extremely preterm children often face language development issues. While their comprehension is typically strong, their language production, including phonetics and syntax, shows significant delays compared to full-term peers.
Area of Science:
- Pediatric Neurodevelopment
- Developmental Psychology
- Linguistics
Background:
- Extremely preterm birth (gestational age < 28 weeks) is associated with a higher risk of atypical language development.
- Early language skills are crucial for overall cognitive and social development.
Purpose of the Study:
- To investigate language comprehension and production in extremely preterm children aged 4-5 years.
- To analyze specific language components: articulatory phonetics, lexicon, and syntax.
- To compare language abilities between extremely preterm children and matched full-term controls.
Main Methods:
- Administered the Preschool Neuropsychological Test (language section) to 20 extremely preterm children and 40 full-term controls.
- Matched participants on chronological age and non-verbal IQ.
- Assessed language comprehension and production across phonetic, lexical, and syntactic domains.
Main Results:
- Language comprehension was unimpaired in the extremely preterm group across all assessed components.
- Significant deficits (p < .001) were observed in language production tasks for the preterm group.
- Specifically, impairments were noted in articulatory phonetics and syntax production.
Conclusions:
- Language acquisition in extremely preterm children can exhibit uneven developmental trajectories.
- Comprehension may be preserved while language production, particularly in phonetics and syntax, is selectively impaired.
- Early identification and intervention for language production challenges are crucial for this population.
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