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首页> 外文期刊>Journal of speech, language, and hearing research: JSLHR >Conversational Language in 3-Year-Old Children Born Very Preterm and at Term
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Conversational Language in 3-Year-Old Children Born Very Preterm and at Term

机译：3岁儿童出生的会话语言非常早产

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Purpose: Language difficulties are prevalent among children born preterm. Existing studies have largely used standardized language tests, providing limited scope for detailed descriptive examination of preterm language. This study aimed to examine differences in conversational language between children born < 30 weeks and at term as well as correlations between language sample analysis (LSA) and a standardized language tool. Method: Two hundred four 3-year-olds (103 born < 30 weeks, 101 born at term) recruited at birth provided a 10-min language sample and completed the Preschool Language Scales-Fifth Edition (I. Zimmerman, Steiner, & Pond, 2011). LSA was conducted using the Systematic Analysis of Language Transcripts and Index of Productive Syntax. Group differences were analyzed using linear regression, and Pearson correlation coefficient (coef) was used to determine correlations between measures. Results: Children born < 30 weeks scored lower than term-born peers on multiple metrics when controlled for confounding factors (sex, high social risk, multilingualism, and diagnosed neurodevelopmental disorders), including mean length of utterance in morphemes (coef = -0.28, 95% confidence interval [CI] [-0.56, 0.01]) and words (coef = -0.29, 95% CI [-0.53, -0.05]), number of different word roots (coef = -10.04, 95% CI [-17.93, -2.14]), and Index of Productive Syntax sentence structures (coef = -1.81, 95% CI [-3.10, -0.52]). Other variables (e.g., number of utterances, number of nouns and adjectives) were not significantly different between groups. LSA and the Preschool Language Scales-Fifth Edition were at most moderately correlated (< .45). Conclusions: Three-year-old children born preterm demonstrated poorer conversational language than children born at term, with some specific areas of deficit emerging. Furthermore, formal assessment and LSA appear to provide relatively distinct and yet complementary data to guide diagnostic and intervention decisions.
机译：目的：孩子们出生的早产是普遍存在的语言困难。现有研究主要使用标准化的语言测试，为早产语进行详细描述性检查提供有限的范围。本研究旨在研究<30周和期限的儿童之间的会话语言的差异，以及语言样本分析（LSA）和标准化语言工具之间的相关性。方法：在出生时招募了两百四岁的3岁（103名出生的<301岁，101名出生）提供了10分钟的语言样本，并完成了学龄前语言秤 - 第五版（I. Zimmerman，Steiner，＆Pond） ，2011）。使用语言成绩单的系统分析和生产性语法指标进行了LSA。使用线性回归分析组差异，并且使用Pearson相关系数（COEF）来确定措施之间的相关性。结果：儿童出生<30周，在控制混淆因素（性，高社会风险，多种语言和诊断的神经发育障碍），包括在多个指标上的术语出生的同龄人，包括语素（COEF = -0.28的平均话语长度（COEF = -0.28） 95％置信区间[CI] [-0.56,0.01]）和单词（COEF = -0.29,95％CI [-0.53，-0.05]），不同字根的数量（COEF = -10.04,95％CI [ - 17.93，-2.14]）和生产语法句子结构的指标（COEF = -1.81,95％CI [-3.10,0.52]）。其他变量（例如，话语数量，名词数量和形容词）在组之间没有显着差异。 LSA和学龄前语言尺度 - 第五版是最适中的相关性（<.45）。结论：三岁儿童出生的早产比较贫困的会话语言比在学期出生的孩子，一些特定的赤字领域出现。此外，正式的评估和LSA似乎提供了相对截然不同的且互补的数据，以指导诊断和干预决策。

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