ArticleEarly human development2019
Predicting text reading skills at age 8 years in children born preterm and at term.
Article in Early human development, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 2 of them syntheses that pooled it.
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Who cites it
15 citing papers in PubMed, 2 syntheses or guidelines pooled it, 39 citations in OpenAlex.
- Parental cognitive stimulation in preterm-born children's neurocognitive functioning during the preschool years: a systematic review.Pediatric research · 2023Pooled it
- Social-environmental moderators of neurodevelopmental outcomes in youth born preterm: A systematic review.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2021Pooled it
- Executive Functions and Reading Skills in Low-Risk Preterm Children.Children (Basel, Switzerland) · 2025Article
- Early medical risks to language development in extremely preterm infants.Journal of perinatology : official journal of the California Perinatal Association · 2025Article
- Early language processing efficiency and pre-literacy outcomes in children born full term and preterm.Journal of experimental child psychology · 2024Article
- Associations between early efficiency in language processing and language and cognitive outcomes in children born full term and preterm: similarities and differences.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2023Article
- Associations of Behavioral Problems and White Matter Properties of the Cerebellar Peduncles in Boys and Girls Born Full Term and Preterm.Cerebellum (London, England) · 2023Article
- Neuroimaging of brain connectivity related to reading outcomes in children born preterm: A critical narrative review.Frontiers in pediatrics · 2023Review
- Hearing, Speech, and Language in Infants and Toddlers Born Prematurely.The Volta review · 2023Article
- Chronic pediatric diseases and risk for reading difficulties: a narrative review with recommendations.Pediatric research · 2022Review
- Motor development in the first year of life predicts impairments in cognition and language at 3 years old in a Brazilian preterm cohort of low-income families.Frontiers in neuroscience · 2022Article
- Associations between Language at 2 Years and Literacy Skills at 7 Years in Preterm Children Born at Very Early Gestational Age and/or with Very Low Birth Weight.Children (Basel, Switzerland) · 2021Article
- Early nutrition and white matter microstructure in children born very low birth weight.Brain communications · 2021Article
- Longitudinal Relationships Between Reading Abilities, Phonological Awareness, Language Abilities and Executive Functions: Comparison of Low Risk Preterm and Full-Term Children.Frontiers in psychology · 2020Article
- White Matter Plasticity in Reading-Related Pathways Differs in Children Born Preterm and at Term: A Longitudinal Analysis.Frontiers in human neuroscience · 2019Article
Corrections and comments
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Authors and funding
7 authors at 2 institutions in 1 country.
Funding
Abstract
backgroundChildren born preterm are at risk for developing reading difficulties and for decrements in other cognitive skills compared to children born at term.
aimsTo assess how domains of function, often negatively impacted by preterm birth, predict reading development in children born preterm and at term. STUDY
designLongitudinal descriptive cohort study. SUBJECTS: Preterm (n = 48; gestational age 22-32 weeks, 30 males) and term (n = 41, 18 males) participants were assessed at age 6 years on a battery of verbal and non-verbal cognitive skills and reassessed at age 8 using the Gray Oral Reading Tests-5. Linear regressions assessed the contributions of phonological awareness, language, executive function, and non-verbal IQ at age 6 to reading outcome at age 8.
resultsChildren born preterm had lower scores than children born at term on all measures (Cohen's d from 0.46 to 1.08, all p < .05). Phonological awareness and language abilities predicted reading in both groups (accounting for 19.9% and 25.0% of variance, respectively, p < .001). Birth group did not moderate the association. By contrast, the association between executive function and non-verbal intelligence and reading outcome was moderated by birth group (interaction accounted for 3.9-6.7% of variance, respectively, p < .05). Positive predictions to reading from executive function and non-verbal IQ were found only in children born preterm.
conclusionsNon-verbal cognitive skills improved the prediction of reading outcome only in the preterm group, suggesting that reading decrements represent a component of global deficits. These findings have implications for evaluation of children born preterm at school entry and treatment of reading difficulties.
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Registered trials
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