ERIC Number: EJ923641
Record Type: Journal
Publication Date: 2011-Apr
Abstractor: As Provided
Reference Count: 0
Specific Language and Reading Skills in School-Aged Children and Adolescents Are Associated with Prematurity after Controlling for IQ
Lee, Eliana S.; Yeatman, Jason D.; Luna, Beatriz; Feldman, Heidi M.
Neuropsychologia, v49 n5 p906-913 Apr 2011
Although studies of long-term outcomes of children born preterm consistently show low intelligence quotient (IQ) and visual-motor impairment, studies of their performance in language and reading have found inconsistent results. In this study, we examined which specific language and reading skills were associated with prematurity independent of the effects of gender, socioeconomic status (SES), and IQ. Participants from two study sites (N = 100) included 9-16-year old children born before 36 weeks gestation and weighing less than 2500 grams (preterm group, n = 65) compared to children born at 37 weeks gestation or more (full-term group, n = 35). Children born preterm had significantly lower scores than full-term controls on Performance IQ, Verbal IQ, receptive and expressive language skills, syntactic comprehension, linguistic processing speed, verbal memory, decoding, and reading comprehension but not on receptive vocabulary. Using MANCOVA, we found that SES, IQ, and prematurity all contributed to the variance in scores on a set of six non-overlapping measures of language and reading. Simple regression analyses found that after controlling for SES and Performance IQ, the degree of prematurity as measured by gestational age group was a significant predictor of linguistic processing speed, beta = -0.27, p less than 0.05, R[superscript 2] = 0.07, verbal memory, beta = 0.31, p less than 0.05, R[superscript 2] = 0.09, and reading comprehension, beta = 0.28, p less than 0.05, R[superscript 2] = 0.08, but not of receptive vocabulary, syntactic comprehension, or decoding. The language and reading domains where prematurity had a direct effect can be classified as fluid as opposed to crystallized functions and should be monitored in school-aged children and adolescents born preterm.
Descriptors: Premature Infants, Language Skills, Reading Skills, Children, Adolescents, Intelligence Quotient, Expressive Language, Receptive Language, Syntax, Language Processing, Memory, Decoding (Reading), Reading Comprehension, Vocabulary, Socioeconomic Status
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A