ArticleJournal of speech, language, and hearing research : JSLHR2020
Conversational Language in 3-Year-Old Children Born Very Preterm and at Term.
Article in Journal of speech, language, and hearing research : JSLHR, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Characterization of language abilities and semantic networks in very preterm children at school-age.PloS one · 2025Article
- Early social communication and language development in moderate-to-late preterm infants: a longitudinal study.Frontiers in psychology · 2025Article
- A Comparison of the Clinical Presentation of Preterm Birth and Autism Spectrum Disorder: Commonalities and Distinctions in Children Under 3.Clinics in perinatology · 2023Review
- The Index of Productive Syntax: Psychometric Properties and Suggested Modifications.American journal of speech-language pathology · 2022Article
- Hierarchy and Reliability of the Preschool Language Scales-Fifth Edition: Mokken Scale Analysis.Journal of speech, language, and hearing research : JSLHR · 2021Article
- Children Born Prematurely May Demonstrate Catch-Up Growth in Pre-Adolescence.Language, speech, and hearing services in schools · 2021Article
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Authors and funding
11 authors.
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Abstract
Purpose Language difficulties are prevalent among children born preterm. Existing studies have largely used standardized language tests, providing limited scope for detailed descriptive examination of preterm language. This study aimed to examine differences in conversational language between children born < 30 weeks and at term as well as correlations between language sample analysis (LSA) and a standardized language tool. Method Two hundred four 3-year-olds (103 born < 30 weeks, 101 born at term) recruited at birth provided a 10-min language sample and completed the Preschool Language Scales-Fifth Edition (I. Zimmerman, Steiner, & Pond, 2011). LSA was conducted using the Systematic Analysis of Language Transcripts and Index of Productive Syntax. Group differences were analyzed using linear regression, and Pearson correlation coefficient (coef) was used to determine correlations between measures. Results Children born < 30 weeks scored lower than term-born peers on multiple metrics when controlled for confounding factors (sex, high social risk, multilingualism, and diagnosed neurodevelopmental disorders), including mean length of utterance in morphemes (coef = -0.28, 95% confidence interval [CI] [-0.56, 0.01]) and words (coef = -0.29, 95% CI [-0.53, -0.05]), number of different word roots (coef = -10.04, 95% CI [-17.93, -2.14]), and Index of Productive Syntax sentence structures (coef = -1.81, 95% CI [-3.10, -0.52]). Other variables (e.g., number of utterances, number of nouns and adjectives) were not significantly different between groups. LSA and the Preschool Language Scales-Fifth Edition were at most moderately correlated (≤ .45). Conclusions Three-year-old children born preterm demonstrated poorer conversational language than children born at term, with some specific areas of deficit emerging. Furthermore, formal assessment and LSA appear to provide relatively distinct and yet complementary data to guide diagnostic and intervention decisions. Supplemental Material https://doi.org/10.23641/asha.11368073.
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