Narrative skills of children born preterm

Crosbie, Sharon, Holm, Alison, Wandschneider, Shannon and Hemsley, Gayle (2011) Narrative skills of children born preterm. International Journal of Language and Communication Disorders, 46 1: 83-94. doi:10.3109/13682821003624998

Author Crosbie, Sharon
Holm, Alison
Wandschneider, Shannon
Hemsley, Gayle
Title Narrative skills of children born preterm
Journal name International Journal of Language and Communication Disorders   Check publisher's open access policy
ISSN 1368-2822
Publication date 2011-01
Sub-type Article (original research)
DOI 10.3109/13682821003624998
Volume 46
Issue 1
Start page 83
End page 94
Total pages 12
Place of publication Oxford, U.K.
Publisher John Wiley & Sons
Collection year 2012
Language eng
Formatted abstract
Background: The majority of children born preterm are considered neurologically normal and free of disability. However, follow-up studies at school age report that preterm children born without major impairment have more subtle impairments, including language difficulties, which influence their ability to function. These findings indicate a need to examine specific language-processing skills in children born preterm across the school years.

Aims: To compare oral narrative skills of children born preterm with their peers born at full term.

Methods & Procedures: The research used an independent groups design to examine the narrative ability of 30 children aged between 9 years; 8 months and 10 years; 11 months: 15 children born before 33 weeks' gestation (preterm group) and 15 children matched for chronological age born at full gestation (greater than 38 weeks). Seven measures assessed productivity, structure, complexity, and formulation abilities. The research used univariate analysis to examine variations in outcomes based on group status (preterm versus full term).

Outcomes & Results: The results showed group effects on the formulation measures but not the productivity, complexity or quality measures. Children born preterm produced more utterances with mazes and had more disruptions than children born at full term. The children born preterm demonstrated difficulties formulating a narrative even though they produced a similar amount and used similar structural aspects to their peers born full term.

Conclusions & Implications: Children born preterm show subtle and specific linguistic deficits that continue to affect their ability to formulate a narrative in the upper primary school years.
Keyword Preterm
Expository discourse:
Extreme prematurity
Executive functions
Weeks gestation
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Publication date: January-February 2011.

Document type: Journal Article
Sub-type: Article (original research)
Collections: UQ Centre for Clinical Research Publications
Official 2012 Collection
School of Medicine Publications
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 4 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 7 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 18 Oct 2011, 14:45:39 EST