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The impact of prematurity on languag...

Smith, Jamie Mahurin.

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The impact of prematurity on language skills at school age .

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of prematurity on language skills at school age ./
Author:	Smith, Jamie Mahurin.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: B, page: 7398.
Contained By:	Dissertation Abstracts International71-12B.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431057
ISBN:	9781124312446

The impact of prematurity on language skills at school age .
Smith, Jamie Mahurin.

The impact of prematurity on language skills at school age . - 158 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: B, page: 7398.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2010.

This study compared school-age outcomes for 57 children born prematurely, at ≤32 weeks or <1500g, with outcomes for 57 children born at full term with no reported perinatal complications. The two groups were matched for age, sex, race, and parental education. Data came from the Western Reserve Reading Project and included discourse-level language samples collected at three points in time, each a year apart. In addition, standardized test results were obtained for IQ, digit span, and global language ability. The language samples were analyzed to yield a number of semantic and syntactic measures which were condensed via factor analysis to a semantic score and a syntactic score. Regression models showed statistically significant differences between the two groups for standardized test results, with more ambiguous results for the discourse-level language measures. The control group outperformed the premature group on both semantic and syntactic measures, but those differences never reached statistical significance and narrowed markedly at the third-year assessment point. These findings suggest that in the absence of frank neurological impairment, sophisticated semantic and syntactic skills may be relatively intact in the conversational and narrative language of children born prematurely. The decrements observed on standardized assessments of language and cognition may arise from deficits in domains such as attention or executive function, rather than reflecting significant impairment in their ability to learn language.

ISBN: 9781124312446Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

The impact of prematurity on language skills at school age .
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020 $a 9781124312446
035 $a (UMI)AAI3431057
035 $a AAI3431057
040 $a UMI $c UMI
100 1 $a Smith, Jamie Mahurin. $3 1678992
245 1 4 $a The impact of prematurity on language skills at school age .
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: B, page: 7398.
500 $a Adviser: Laura S. DeThorne.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2010.
520 $a This study compared school-age outcomes for 57 children born prematurely, at ≤32 weeks or <1500g, with outcomes for 57 children born at full term with no reported perinatal complications. The two groups were matched for age, sex, race, and parental education. Data came from the Western Reserve Reading Project and included discourse-level language samples collected at three points in time, each a year apart. In addition, standardized test results were obtained for IQ, digit span, and global language ability. The language samples were analyzed to yield a number of semantic and syntactic measures which were condensed via factor analysis to a semantic score and a syntactic score. Regression models showed statistically significant differences between the two groups for standardized test results, with more ambiguous results for the discourse-level language measures. The control group outperformed the premature group on both semantic and syntactic measures, but those differences never reached statistical significance and narrowed markedly at the third-year assessment point. These findings suggest that in the absence of frank neurological impairment, sophisticated semantic and syntactic skills may be relatively intact in the conversational and narrative language of children born prematurely. The decrements observed on standardized assessments of language and cognition may arise from deficits in domains such as attention or executive function, rather than reflecting significant impairment in their ability to learn language.
590 $a School code: 0090.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
690 $a 0460
710 2 $a University of Illinois at Urbana-Champaign. $3 626646
773 0 $t Dissertation Abstracts International $g 71-12B.
790 1 0 $a DeThorne, Laura S., $e advisor
790 $a 0090
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431057