Laboratório de Desenvolvimento da Linguagem, Departamento de Fonoaudiologia, Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte - UFRN - Natal (RN), Brasil.
Codas. 2021 Nov 1;34(1):e20200200. doi: 10.1590/2317-1782/20212020200. eCollection 2021.
to verify if the performance of pre-school children born prematurely and at term in the Bayley-III language subtest differs and to identify whether variables gestational age, birth weight, socioeconomic level, and maternal education are determinant in the outcome of language development.
Descriptive cross-sectional case-control study in which 36 pre-school children born prematurely and 27 born at term were evaluated concerning language development by the Bayley III subtest. Preschoolers between 18 and 36 months of chronological age were considered; with no syndromes or genetic, sensory, neurological, auditory, or visual impairments; and had not previously undergone speech therapy. Mann-Whitney, Fisher's Exact, and binary logistic regression tests were used for statistical analysis.
the groups' performance did not differ either by the composite score (p = .701) or by the classification based on the percentile (p = .225). Gestational age, birth weight, and socioeconomic status did not influence the outcome of language development. However, maternal education was significant (p = .014) in the binary logistic regression model, suggesting that the mother having studied until basic education increases the chance of having a child underperforming in the Bayley III language subtest 6.31 times.
there was no difference between the groups in the Bayley-III language subtest and only maternal education influenced the outcome of language development.
验证早产儿和足月儿在贝利 III 语言测验中的表现是否存在差异，并确定胎龄、出生体重、社会经济水平和母亲教育等变量是否对语言发育结果有影响。
这是一项描述性的病例对照研究，共评估了 36 名早产儿和 27 名足月儿的语言发育情况，采用贝利 III 语言测验进行评估。纳入的研究对象为 18 至 36 个月龄的儿童，无综合征或遗传、感觉、神经、听觉或视觉障碍，且未接受过言语治疗。采用曼-惠特尼、费舍尔精确检验和二项逻辑回归检验进行统计学分析。
两组在综合评分（p=0.701）或基于百分位数的分类（p=0.225）方面的表现均无差异。胎龄、出生体重和社会经济状况对语言发育结果没有影响。然而，母亲的教育水平在二项逻辑回归模型中具有统计学意义（p=0.014），表明母亲接受过基础教育的程度增加了孩子在贝利 III 语言测验中表现不佳的可能性 6.31 倍。
两组在贝利 III 语言测验中的表现无差异，只有母亲的教育水平影响语言发育的结果。
