Department of Otorhinolaryngology, Erasmus Medical University Centre-Sophia Children's Hospital , Rotterdam, Netherlands.
Division of Neonatology, Department of Pediatrics, Erasmus Medical University Centre-Sophia Children's Hospital , Rotterdam, Netherlands.
Clin Linguist Phon. 2020 Dec 1;34(12):1112-1129. doi: 10.1080/02699206.2020.1720824. Epub 2020 Feb 3.
Almost half of the children born very preterm (VP) experience language difficulties at school-age, specifically with more complex language tasks. Narrative retelling is such a task. Therefore, we explored the value of narrative retelling assessment in school-aged children born VP, compared to item-based language assessment. In 63 children born VP and 30 age-matched full-term (FT) controls Renfrew's Bus Story Test and Clinical Evaluation of Language Fundamentals were assessed. The retelling of the Bus Story was transcribed and language complexity and content measures were analyzed with Computerised Language Analysis software. Narrative outcomes of the VP group were worse than that of the FT group. Group differences were significant for the language complexity measures, but not for the language content measures. However, the mean narrative composite score of the VP group was significantly than their mean item-based language score, while in the FT group the narrative score was than the item-based score. Significant positive correlations between narrative and item-based language scores were found only in the VP group. In conclusion, in VP children narrative retelling appears to be less sensitive to detecting academic language problems than item-based language assessment. This might be related to the mediating role of attention in item-based tasks, that appears not to affect more spontaneous language tasks such as retelling. Therefore, in school-aged children born VP we recommend using narrative assessment, in addition to item-based assessments, because it is more related to spontaneous language and less sensitive to attention problems.
将近一半的极早产儿（VP）在学龄期会出现语言困难，特别是在更复杂的语言任务上。叙事复述就是这样一项任务。因此，我们探讨了在学龄期极早产儿中，与基于项目的语言评估相比，叙事复述评估的价值。在 63 名极早产儿和 30 名足月（FT）对照儿童中，我们评估了 Renfrew 的巴士故事测试和临床评估语言基础知识。对巴士故事的复述进行了转录，并使用计算机语言分析软件分析了语言复杂性和内容测量。VP 组的叙事结果比 FT 组差。语言复杂性测量的组间差异具有统计学意义，但语言内容测量的组间差异无统计学意义。然而，VP 组的平均叙事综合评分明显 低于其基于项目的语言评分，而在 FT 组中，叙事评分 低于基于项目的评分。仅在 VP 组中发现了叙事和基于项目的语言评分之间存在显著的正相关关系。总之，在 VP 儿童中，叙事复述在检测学业语言问题方面似乎不如基于项目的语言评估敏感。这可能与基于项目任务中的注意力中介作用有关，这种作用似乎不会影响更自发的语言任务，如复述。因此，我们建议在学龄期极早产儿中，除了基于项目的评估外，还应使用叙事评估，因为它与自发性语言的关系更密切，而与注意力问题的关系不太密切。
