ArticleActa paediatrica (Oslo, Norway : 1992)2025
Predictors of language and reading outcomes in 12-year-old children born very preterm.
Article in Acta paediatrica (Oslo, Norway : 1992), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- White matter microstructure and gray matter density in 12-year-old preterm born children.Pediatric research · 2026Article
- Executive Functions and Reading Skills in Low-Risk Preterm Children.Children (Basel, Switzerland) · 2025Article
- Predictors of language and reading outcomes in 12-year-old children born very preterm.Acta paediatrica (Oslo, Norway : 1992) · 2025Article
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7 authors.
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Abstract
aimTo investigate predictors of language and reading outcomes in 12-year-old Swedish children born very preterm (<32 gestational weeks) in 2004-2007.
methodChildren born very preterm (n = 78, 43 girls), and term-born controls (n = 50, 32 girls), were examined on verbal IQ, semantic and phonemic fluency, sentence recall, reading fluency, word and phonological decoding at 12 years of age. The results were related to neonatal characteristics, language development, measured with Bayley-III, at 2.5 years corrected age, and concurrent non-verbal IQ.
resultsPreterm children showed language and reading difficulties that were not completely accounted for by level of concurrent non-verbal IQ. Extremely preterm born children (<28 gestational weeks) demonstrated specific linguistic weaknesses. Administration of antenatal steroids, retinopathy of prematurity and persistent ductus arteriosus explained unique variance in language and reading outcomes. Language assessments at 2.5 years had low predictive value for language and reading outcomes at age 12.
conclusionLanguage and reading difficulties in 12-year-old children born preterm were not fully explained by concurrent non-verbal IQ, and were not reliably predicted by language assessments at 2.5 years. Renewed language assessments at school age are warranted for identifying children with persisting linguistic difficulties.
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