在12岁的非常早产儿中,语言和阅读结果的预测因素
Martina Hedenius1, Martin Johansson2, Ylva Fredriksson Kaul2,3
1Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
Acta paediatrica (Oslo, Norway : 1992)
|September 2, 2024
概括
12岁非常早产儿的语言和阅读困难并不能完全由非语言智商解释. 早期的语言评估显示出低预测价值,突出了对学龄评估的需求.
科学领域:
- 发育儿科 发育儿科
- 神经科学是一个神经科学.
- 教育心理学教育心理学
背景情况:
- 非常早产 (<32周孕期) 的孩子往往会遇到发育方面的挑战.
- 语言和阅读技能对于学业成功和长期成果至关重要.
- 预测早产儿的长期语言和阅读结果仍然是一个重要的临床和研究问题.
研究的目的:
- 在12岁的瑞典儿童中识别语言和阅读结果的预测因子,这些儿童出生得非常早.
- 研究新生儿因素,早期语言发展和非语言智商在后来的语言和阅读能力中的作用.
主要方法:
- 在12岁时评估了一组非常早产儿 (n=78) 和终产儿对照组 (n=50).
- 评估包括口头智商,语言流性,句子回忆,阅读流性和解码.
- 数据与新生儿特征,早期语言 (贝利-III在2.5岁) 和并发的非语言智商相关联.
主要成果:
- 早产儿表现出明显的语言和阅读困难,这些困难不仅仅是由非语言智商解释的.
- 极度早产 (<28周) 儿童表现出特定的语言弱点.
- 产前类固醇,早产的视网膜病变和持续的动脉通道独特地预测了语言和阅读结果.
- 在2.5岁的早期语言评估对12岁的结果具有有限的预测价值.
结论:
- 非常早产儿的语言和阅读困难持续到学龄,并不能完全由非语言智商来解释.
- 早期的语言评估不足以识别需要以后支持的儿童.
- 在学龄期间定期进行语言评估对于及时识别和对持续的语言困难进行干预至关重要.
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