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DEVELOPMENT OF PREMATURE BORN CHILDREN – WHAT ABOUT LANGUAGE, READING AND WRITING? THE SPEECH AND LANGUAGE PATHOLOGIST’S VIEW


Kolundžić, Zdravko; Lenček, Mirjana; Andrea, Šimić Klarić; Katarina, Pavičić Dokoza
DEVELOPMENT OF PREMATURE BORN CHILDREN – WHAT ABOUT LANGUAGE, READING AND WRITING? THE SPEECH AND LANGUAGE PATHOLOGIST’S VIEW // Journal of Pediatric and Neonatal Individualized Medicine • vol. 6 • n. 1
Valencija, Šapanjolska, 2016. str. 4-4 (predavanje, međunarodna recenzija, sažetak, znanstveni)


Naslov
DEVELOPMENT OF PREMATURE BORN CHILDREN – WHAT ABOUT LANGUAGE, READING AND WRITING? THE SPEECH AND LANGUAGE PATHOLOGIST’S VIEW

Autori
Kolundžić, Zdravko ; Lenček, Mirjana ; Andrea, Šimić Klarić ; Katarina, Pavičić Dokoza

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Journal of Pediatric and Neonatal Individualized Medicine • vol. 6 • n. 1 / - , 2016, 4-4

Skup
6th International Congress of UENPS

Mjesto i datum
Valencija, Šapanjolska, 23-25.11.2016

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Premature birth; language; development

Sažetak
INTRODUCTION It is known that premature born children are at risk for different kind of difficulties related to language, reading and writing. There are a plethora of studies suggesting a negative influence of adverse biological factors on language acquisition, specifically phonological processing and literacy in premature born children (Kirkegaard at al., 2006 ; Bayless and Stevenson, 2007 ; Luciana at al., 1999 ; Saavalainen at al., 2006). This negative influence can be observed in difficulties in language/linguistic categories important for education and academic achievement – phonological awareness, phonological working memory and phonological naming. METHODS Two groups of children, prematurely born children(n = 34) and children born at term (n = 34) were compared on a set of phonological tasks at the average age of 10.2 year. The average gestational age of prematurely born children and term born children was 34.38 weeks (29-36) and 39.26 weeks (38-41), respectively. The children were matched according to chronological age, gender and maternal educational level. The used tasks encompass phonological synthesis and analysis, spoonerism tasks, repetition of nonsense sentences, letter sequences tasks, digit span. RESULTS Prematurely born children had poorer results on phonological processing tasks in comparison with term born group (p < 0.01). The biological variables are significantly predictive of phonological processing according to the results of regression analyses and quasi-canonical correlation analysis. Therefore biological predictors should be considered as risk indicators for lower language status. Poor language abilities often cause reading and writing problems which strongly determine academic achievement of these children. CONCLUSIONS The results emphasize that biological variables present in prematurity are indicators of risk for some specific aspects of cognitive development. Speech and language pathologist’s monitoring from an early age and continuously during development in premature born children can prevent specific learning difficulties in school period.

Izvorni jezik
Engleski

Znanstvena područja
Kliničke medicinske znanosti

Napomena
Journal of Pediatric and Neonatal Individualized Medicine 2017 ; 6(1):e060102 doi: 10.7363/060102



POVEZANOST RADA


Ustanove
Edukacijsko-rehabilitacijski fakultet, Zagreb,
Opća županijska bolnica Požega