Language, communication and literacy skills of nine-year-old children born very preterm
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Linnanmaa, L5
Topic of the dissertation
Language, communication and literacy skills of nine-year-old children born very preterm
Doctoral candidate
MA, Master of Arts Minna (Katri Maria Vilhelmiina) Heikkinen
Faculty and unit
University of Oulu Graduate School, Faculty of Humanities, Logopedics
Subject of study
Logopedics
Opponent
Docent Satu Saalasti, University of Eastern Finland
Custos
Professor Taina Välimaa, University of Oulu, Åbo Akademi University
Language, communication and literacy skills of nine-year-old children born very preterm
Studies have demonstrated improved survival rates for infants born very preterm. However, children born very preterm remain at increased risk of short- and long-term adverse outcomes including neurodevelopmental delay and language difficulties when compared to their term counterparts. This study aimed to find out whether language, communication and literacy skills of nine-year-old schoolers born at a very low gestational age (VLGA) differ from children born full-term. This study also examined whether perinatal factors are associated with language, communication and literacy skills in children born at a VLGA without severe neurodevelopmental impairments.
Receptive and expressive language skills were assessed using Token Test for Children and Rapid Automatised Naming Test. The view of parents on communication abilities was evaluated using Children’s Communication Checklist-2. Technical reading skills and reading accuracy, fluency, comprehension and spelling were assessed with Word Chain Test and subtests of YTTE and Lukilasse.
This study found that children born at a VLGA exhibited poorer skills in receptive language skills compared to their full-term peers. According to their parents, they also had more difficulties in communication. Further, they exhibited poorer performance in reading comprehension, technical reading and spelling. Fetal growth restriction associated with poorer rapid naming, reading fluency and spelling skills, intraventricular haemorrhage with decoding skills, respiratory distress syndrome with rapid naming and sepsis with communication skills. The present study also revealed that low level of mother's education associated with receptive language skills in VLGA children.
In conclusion, VLGA children had poorer language, communication and literacy outcomes in several subdomains. In addition to prematurity, poor fetal growth and early neonatal morbidities were associated with language, communication and literacy difficulties at nine years of age. Language-based skills form a basis for academic achievement. Language evaluation and intervention practices for children born very preterm should be designed to ensure they receive timely support.
Receptive and expressive language skills were assessed using Token Test for Children and Rapid Automatised Naming Test. The view of parents on communication abilities was evaluated using Children’s Communication Checklist-2. Technical reading skills and reading accuracy, fluency, comprehension and spelling were assessed with Word Chain Test and subtests of YTTE and Lukilasse.
This study found that children born at a VLGA exhibited poorer skills in receptive language skills compared to their full-term peers. According to their parents, they also had more difficulties in communication. Further, they exhibited poorer performance in reading comprehension, technical reading and spelling. Fetal growth restriction associated with poorer rapid naming, reading fluency and spelling skills, intraventricular haemorrhage with decoding skills, respiratory distress syndrome with rapid naming and sepsis with communication skills. The present study also revealed that low level of mother's education associated with receptive language skills in VLGA children.
In conclusion, VLGA children had poorer language, communication and literacy outcomes in several subdomains. In addition to prematurity, poor fetal growth and early neonatal morbidities were associated with language, communication and literacy difficulties at nine years of age. Language-based skills form a basis for academic achievement. Language evaluation and intervention practices for children born very preterm should be designed to ensure they receive timely support.
Last updated: 5.9.2025