Long-Term Stability of Language Performance in Very Preterm, Moderate-Late Preterm, and Term Children
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Objective To investigate whether children born very preterm, moderate-late preterm, and term differ in their average level and individual-difference stability in language performance over time.Study design Language was assessed at 5 and 20 months and 4, 6, and 8 years of age in 204 very preterm (<32 weeks' gestation), 276 moderate-late preterm (32-36 weeks' gestation), and 268 term (37-41 weeks' gestation) children from the Bavarian Longitudinal Study.Results Very preterm children consistently performed worse than term-born children, and moderate-late preterm children scored in between. Language performance was stable from 5 months through 8 years in all gestation groups combined, and stability increased between each succeeding wave. Stability was stronger between 5 months and 4 years in very preterm than moderate-late preterm and term groups, but this differential stability attenuated when covariates (child nonverbal intelligence and family socioeconomic status) were controlled.Conclusions Preterm children, even moderate-late preterm, are at risk for poorer language performance than term-born children. Because individual differences in language performance are increasingly stable from 20 months to 8 years in all gestation groups, pediatricians who attend to preterm children and observe language delays should refer them to language intervention at the earliest age seen.
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Several skills important for school success, such as mathematical and linguistic abilities, are negatively affected by extreme prematurity.
“Moreover, several skills that are important for school success, such as mathematical [27] and linguistic abilities [28, 29], are negatively affected by extreme prematurity”
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“If studies assessed language at multiple time points, the latest time point of language was selected to capture the most developed language skills.(35,36) The most temporally distant effect size for parenting and child language was selected when multiple assessments of parenting behavior were provided.”
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- Authors
- Putnick, D. L., Bornstein, M. H., Eryigit-Madzwamuse, S., & Wolke, D.
- Affiliations
- National Institutes of Health (US)
- Corresponding author
- Putnick, Diane L.
- Venue
- The Journal of Pediatrics
- Publisher
- Elsevier BV
- Published
- 2017-02
- Volume
- 181
- Pages
- 74-79.e3
- ISSN
- 0022-3476 (ISSN-L)
- PMC
- PMC5274586
- OpenAlex
- W2530947829
- Cited by
- 119
- References
- 50
- Citations by year
- 2026: 8 · 2025: 6 · 2024: 20 · 2023: 6 · 2022: 13 · 2021: 12 · 2020: 18 · 2019: 18 · 2018: 9 · 2017: 8 · 2016: 1
- FWCI
- 13.95
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- The Journal of Pediatrics (publishedVersion)
- PubMed (publishedVersion)
- Warwick Research Archive Portal (University of Warwick) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health
- Eunice Kennedy Shriver National Institute of Child Health and Human Development
- German Federal Ministry of Education and Science (PKE24, JUG14, 01EP9504, 01ER0801)
- Topics
- Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Infant Development and Preterm Care
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Birth, Development, and Health
- Keywords
- preterm birth, very preterm children, language performance, longitudinal stability, individual differences, language delay, language intervention, nonverbal intelligence, socioeconomic status
- MeSH terms
- Age Factors, Child, Child, Preschool, Female, Follow-Up Studies, Gestational Age, Humans, Infant, Infant, Newborn, Infant, Premature, Language Development Disorders, Longitudinal Studies, Male, Reference Values, Speech Production Measurement, Time Factors, Databases, Factual, Risk Assessment, Premature Birth, Term Birth, Infant, Extremely Premature
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