engleski

Language development in preschool children born after asymmetrical intrauterine growth retardation

Background: After intrauterine growth retardation, many minor neurodevelopmental disorders may occur, especially in the motor skills domain, language and speech development, and cognitive functions. Aim: The assessment of language development and impact of postnatal head growth in preschool children born with asymmetrical intrauterine growth retardation. Methods: Examinees were born at term with birth weight below the 10th percentile for gestational age, parity and gender. Mean age at the time of study was six years and four months. The control group was matched according to chronological and gestational age, gender and maternal education with mean age six years and five months. There were 50 children with intrauterine growth retardation and 50 controls, 28 girls and 22 boys in each group. For the assessment of language development Reynell Developmental Language Scale, the Naming test and Mottier test were performed. Results: There were statistically significant differences ( p < 0.05) in language comprehension, total expressive language (vocabulary, structure, content), naming skills and non-words repetition. Statistically significant positive correlations were found between relative growth of the head [(Actual head circumference head circumference at birth)/(Body weight birth weight)] and language outcome. Children with neonatal complications had lower results ( p < 0.05) in language comprehension and total expressive language. Conclusion: Intrauterine growth retardation has a negative impact on language development which is evident in preschool years. Slow postnatal head growth is correlated with poorer language outcome. Neonatal complications were negatively correlated with language comprehension and total expressive language.

Intrauterine growth retardation; Language development; Head growth; Children

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