Language Profiles and Their Relation to Cognitive and Motor Skills at 30 Months of Age: An Online Investigation of Low-Risk Preterm and Full-Term Children

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Autor/inn/en	Sansavini, Alessandra; Zuccarini, Mariagrazia; Gibertoni, Dino; Bello, Arianna; Caselli, Maria Cristina; Corvaglia, Luigi; Guarini, Annalisa
Titel	Language Profiles and Their Relation to Cognitive and Motor Skills at 30 Months of Age: An Online Investigation of Low-Risk Preterm and Full-Term Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 7, S.2715-2733 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sansavini, Alessandra) ORCID (Zuccarini, Mariagrazia) ORCID (Gibertoni, Dino) ORCID (Bello, Arianna) ORCID (Caselli, Maria Cristina) ORCID (Guarini, Annalisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Language Acquisition; Language Skills; Cognitive Ability; Psychomotor Skills; Premature Infants; Foreign Countries; Receptive Language; Expressive Language; Phonological Awareness; Vocabulary; Sentences; Accuracy; Delayed Speech; Environmental Influences; Biology; Individual Characteristics; Italy; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Denkfähigkeit; Psychomotorische Aktivität; Frühgeburt; Ausland; Rezeptive Kommunikationsfähigkeit; Wortschatz; Sentence analysis; Satzanalyse; Sprachverzögerung; Environmental influence; Umwelteinfluss; Biologie; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Italien
Abstract	Purpose: Wide interindividual variability characterizes language development in the general and at-risk populations of up to 3 years of age. We adopted a complex approach that considers multiple aspects of lexical and grammatical skills to identify language profiles in low-risk preterm and full-term children. We also investigated biological and environmental predictors and relations between language profiles and cognitive and motor skills. Method: We enrolled 200 thirty-month-old Italian-speaking children--consisting of 100 low-risk preterm and 100 comparable full-term children. Parents filled out the Italian version of the MacArthur--Bates Communicative Development Inventories Infant and Toddler Short Forms (word comprehension, word production, and incomplete and complete sentence production), Parent Report of Children's Abilities--Revised (cognitive score), and Early Motor Questionnaire (fine motor, gross motor, perception-action, and total motor scores) questionnaires. Results: A latent profile analysis identified four profiles: poor (21%), with lowest receptive and expressive vocabulary and absent or limited word combination and phonological accuracy; weak (22.5%), with average receptive but limited expressive vocabulary, incomplete sentences, and absent or limited phonological accuracy; average (25%), with average receptive and expressive vocabulary, use of incomplete and complete sentences, and partial phonological accuracy; and "advanced" (31.5%), with highest expressive vocabulary, complete sentence production, and phonological accuracy. Lower cognitive and motor scores characterized the poor profile, and lower cognitive and perception-action scores characterized the weak profile. Having a nonworking mother and a father with lower education increased the probability of a child's assignment to the poor profile, whereas being small for gestational age at birth increased it for the "weak" profile. Conclusions: These findings suggest a need for a person-centered and cross-domain approach to identifying children with language weaknesses and implementing timely interventions. An online procedure for data collection and data-driven analyses based on multiple lexical and grammatical skills appear to be promising methodological innovations. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01