Early Expressive and Receptive Language Development in Preterm vs Full-Term Children: A Meta-Analysis
Miriam T Loeffler1,2, Jessica Daikeler3, Lisa Wagner1,2
1Department of Psychology, University of Zurich, Zurich, Switzerland.
Pediatrics
|July 22, 2025
Summary
Preterm children show lower receptive and expressive language skills in early development. Early identification and intervention are crucial for these children.
Area of Science:
- Developmental Psychology
- Pediatric Medicine
- Linguistics
Background:
- Preterm children are at higher risk for speech and language disorders.
- Early childhood language differences between preterm and full-term children require further investigation.
Purpose of the Study:
- To conduct a meta-analysis on early receptive and expressive language development in preterm versus full-term children.
- To compare language outcomes using standardized developmental assessments.
Main Methods:
- Systematic literature search of Scopus, Web of Science, and EBSCO databases.
- Inclusion of studies using Bayley Scales or MacArthur-Bates CDI for language assessment.
- Meta-analysis of 34 studies (N=1825) with outcomes synthesized using robust variance estimation.
Main Results:
- Preterm children exhibited significantly lower scores in receptive language (g = -0.40) and expressive language (g = -0.44).
- Receptive language deficits in preterm children worsened with age.
- Lower gestational age and birth weight were associated with greater receptive language differences.
Conclusions:
- Preterm infants and toddlers demonstrate delayed receptive and expressive language skills.
- Emphasizes the critical need for early detection and intervention for preterm children's language development.
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