Language and Literacy in preterm children

Several studies have highlighted how language and literacy can be affected by preterm birth. This review aims at analyzing the effects of preterm birth on specific language (lexicon, grammar and phonological awareness) and literacy competencies (reading and writing) from the first years of life to adolescence, through the description of studies carried out in the last two decades. The conclusions point out that difficulties found in preterms’ language and literacy development do not depend on a slower rhythm of acquisition in all competencies, but on their atypical development. In fact, some competencies are more compromised than others and difficulties in specific competencies emerge at different ages during development. In particular, lexical difficulties become more evident at preschool age, while grammar and phonological awareness are affected by preterm birth since their emergence. With regard to literacy, both reading and writing are affected, but with a greater compromise in the area of writing. This review also highlights that preterm birth does not determine a single developmental trajectory, but several developmental trajectories that relate to the level of neonatal immaturity, the presence of neurological damage, and the biological and environmental risk factors associated to preterm birth. Preterms with a higher immaturity (gestational age <28 weeks and/or birthweight <1000 grams) show diffuse linguistic difficulties from the first years of life to adolescence, while preterms with a moderate neonatal immaturity have more specific difficulties particularly evident from preschool-age.