General programme, activity sheet

Thursday 8 September, 2016 12:30 to 13:00 Symposium
Literacy in very preterm children. Delayed or atypical development?


Background. Very preterm birth (VPT) can affect literacy both in acquisition and in consolidation phases, revealing the need to investigate in depth the profile of VPT children to plan effective interventions (Aarnoudse-Moens et al., 2009; Guarini et al., 2010; Kovachy et al., 2015; Sansavini, et al., 2011). However, to our knowledge, it is not clear whether the profile of VPT children could be considered delayed or atypical and how it is different from other populations with atypical development showing literacy deficits, such as children with specific learning disorders (SLD). We aimed at comparing reading and spelling skills among VPT children, SLD children and typically developing (TD) children.
Methods. Thirty-five VPT monolingual Italian children (gestational age <32 weeks), without any history of major cerebral damage, were compared to 27 SLD children and to 78 TD children attending the fourth/fifth year of primary school. The groups were comparable for age and gender. Reading and spelling skills were evaluated in text, word and non-word tasks. ANOVAs were carried out to compare the three groups; Bonferroni were used for post-hoc analyses.
Results and Conclusion. SLD children had lower scores than TD children in all the skills, while difficulties in VPT children were more specific and isolated. Concerning reading, the profile of VPT children was similar to that of TD children in accuracy, while VPT were slightly slower than TD children in text reading, but faster than SLD children. Concerning spelling, VPT children showed more difficulties, according to the literature, since they made more errors in the non-word task, with a performance similar to that of SLD children. The present study points out that VPT children showed an atypical development in the consolidation of literacy, but with a specific profile in comparison to SLD children.
References
Aarnoudse-Moens CS, Weisglas-Kuperus N, van Goudoever JB, Oosterlaan J. Meta-analysis of neurobehavioral outcomes in very preterm and/or very low birth weight children. Pediatrics. 2009;124:717-728. Guarini A, Sansavini A, Fabbri C et al. Long-term effects of preterm birth on language and literacy at eight years. J Child Lang. 2010; 37: 865-885. Kovachy VN, Adams JN, Tamaresis, JS, Feldman, HM. Reading abilities in school-aged preterm children: a review and meta-analysis. Dev Med Child Neurol. 2015; 57:410-419. Sansavini A, Guarini A, Caselli MC. Preterm birth: Neuropsychological profiles and atypical developmental pathways. Dev Disabil Res Rev 2011; 17: 102-113.
Symposium: Preterm children`s language abilities at different ages and their relations with other factors.
Place: Room A-14

Other activities in Symposium: Preterm children`s language abilities at different ages and their relations with other factors.
11:00 h. to 11:30 h.Symposium

Early word segmentation and mapping in preterm infants: data from an audiovisual task

Speaker: Laura Bosch Galcerán, Universitat de Barcelona
11:30 h. to 12:00 h.Symposium

Estonian preterm and full term children’s early vocabulary

Speaker: Astra Schults, University of Tartu
12:00 h. to 12:30 h.Symposium

Executive functions and language development in preterm and full-term children

Speaker: Miguel Pérez Pereira, Universidade de Santiago de Compostela