ArticleFrontiers in psychology2020
Longitudinal Relationships Between Reading Abilities, Phonological Awareness, Language Abilities and Executive Functions: Comparison of Low Risk Preterm and Full-Term Children.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Executive Functions and Reading Skills in Low-Risk Preterm Children.Children (Basel, Switzerland) · 2025Article
- Teenagers and Young Adults with Cochlear Implants: A Multidisciplinary Follow-Up Study Approach and Baseline Characteristics.Audiology research · 2025Article
- Early language processing efficiency and pre-literacy outcomes in children born full term and preterm.Journal of experimental child psychology · 2024Article
- The influence of home environment on 2-year-old Chinese children's language development: the mediating effect of executive function and the moderating effect of temperament.Frontiers in psychology · 2024Article
- The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review.Frontiers in psychology · 2022Review
- Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners.Frontiers in psychology · 2022Article
- Impact of a cognitive stimulation program on the reading comprehension of children in primary education.Frontiers in psychology · 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
- Prevalence of Language Delay among Healthy Preterm Children, Language Outcomes and Predictive Factors.Children (Basel, Switzerland) · 2021Article
- Observational
- Development of language and arithmetic skills: risk and protective factors. Comparative cross-sectional study.Sao Paulo medical journal = Revista paulista de medicinaArticle
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3 authors.
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Abstract
Different investigations have found that very or extremely (high risk) preterm children show global or specific difficulties in phonological awareness (PA) and reading abilities. Do low risk preterm children, however, exhibit this pattern? Phonological awareness has been considered an important predictor of literacy. Certain executive functions (EFs), and language abilities in turn, have been found to predict PA. The aims of this study are (1) to compare reading abilities of low risk preterm children of different gestational age (GA) groups to those of full-term children, (2) to compare the performance of low risk preterm children of different GA groups to that of full-term children in different EFs, language measures and PA, and (3) to perform a path analysis in order to test a longitudinal model of the relationships between EFs, language abilities, PA and reading. The participants were 108 low risk 4- year-old preterm children, classified into 3 groups of different GAs, and 34 full-term children. The children's EFs (rapid automatized naming task (RAN), working memory, and inhibition) were assessed at 4 and 5 years of age. Vocabulary comprehension, morphosyntactic production and grammar reception were assessed when the children were 5 years of age, as well as phonemic awareness and syllabic awareness. Finally, reading abilities were assessed when the children were 9 years old. No significant difference between gestational age groups was found on any of the measures taken on EFs, language abilities, phonological awareness, or reading abilities. The path analysis model demonstrates the direct effect of working memory, certain linguistic skills governed by rules (grammar, morphology) and phonological awareness on reading abilities at 9 years of age. The model also shows the mediating role that PA has on the relationship between EFs and language abilities with reading abilities.
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