Early language processing efficiency and pre-literacy outcomes in children born full term and preterm.

Autor: Marchman VA; Department of Psychology, Stanford University, Stanford, CA 94305, USA; Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA. Electronic address: marchman@stanford.edu., Ashland MD; Department of Psychology, Stanford University, Stanford, CA 94305, USA., Loi EC; Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA., Munévar M; Department of Psychology, Stanford University, Stanford, CA 94305, USA., Shannon KA; Department of Psychology, Stanford University, Stanford, CA 94305, USA., Fernald A; Department of Psychology, Stanford University, Stanford, CA 94305, USA., Feldman HM; Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA.
Jazyk: angličtina
Zdroj: Journal of experimental child psychology [J Exp Child Psychol] 2024 Oct; Vol. 246, pp. 105980. Date of Electronic Publication: 2024 Jun 12.
DOI: 10.1016/j.jecp.2024.105980
Abstrakt: Language processing efficiency-that is, the skill at processing language in real time-assessed in toddlerhood is associated with later language outcomes in children born full term (FT) and preterm (PT) during school age. No studies to date have assessed patterns of relations between early language processing efficiency and pre-literacy skills, such as print knowledge and phonological awareness, and whether relations are similar in FT and PT children. In this study, participants (N = 94, 49 FT and 45PT) were assessed in the looking-while-listening (LWL) task at 18 months of age (corrected for degree of prematurity), deriving measures of processing speed and accuracy. At 4½ years of age, children were assessed on standardized tests of print knowledge, phonological awareness, and expressive language. Processing speed and accuracy predicted both pre-literacy outcomes (r 2 change = 7.8%-19.5%, p < .01); birth group did not moderate these effects. Relations were significantly reduced when controlling for expressive language. Thus, early language processing efficiency supports later expressive language abilities, which in turn supports developing pre-literacy skills. Processing speed and phonological awareness were also directly related, indicating an independent role for processing speed in literacy development. Mediation effects were not moderated by birth group, suggesting a similar developmental pathway in FT and PT children.
(Copyright © 2024 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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