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Predictors for delayed linguistic skills in very preterm infants
M Resch1, S Bresele1, K Kager1
1Department of Pediatrics, Division of Neonatology, Medical University of Innsbruck, Innsbruck, Austria.
Journal of Neonatal-Perinatal Medicine
|September 29, 2019
Summary
Male sex, lower gestational age, severe retinopathy of prematurity (ROP), and low maternal education predict delayed language skills in very preterm children. These factors are crucial for early intervention.
Area of Science:
- Neonatal Development
- Pediatric Linguistics
- Developmental Psychology
Background:
- Children born preterm face higher risks for language impairments compared to term-born peers.
- Identifying early predictors is crucial for timely intervention in very preterm children.
Purpose of the Study:
- To identify early predictors of delayed linguistic skills in preschool-aged children born very preterm.
- To analyze the association between pre- and perinatal factors and language development.
Main Methods:
- Prospective enrollment of 421 very preterm infants (<32 weeks gestation).
- Detailed examination at age five, including cognitive (WPPSI-III/SON-R) and language (BISC) assessments for 248 children.
- Logistic regression analysis to determine predictors of poor BISC performance.
Main Results:
- 31.8% of children exhibited delayed literacy precursor skills.
- Multivariate analysis identified male sex, gestational age, retinopathy of prematurity (ROP) grades 3-4, and low maternal education as significant predictors.
- These factors were associated with delayed linguistic skills at five years of age.
Conclusions:
- The study successfully identified key predictors for delayed literacy precursor skills in very preterm children.
- Pre- and perinatal factors, alongside sociodemographic variables, significantly influence linguistic development during the preschool period.
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