Bibliographic Details
| Title: |
Longitudinal Associations Across Prematurity, Attention, and Language in School-Age Children. |
| Authors: |
Mahurin-Smith, Jamie1 j.m.smith@ilstu.edu, DeThorne, Laura S.2, Petrill, Stephen A.3 |
| Source: |
Journal of Speech, Language & Hearing Research. Dec2017, Vol. 60 Issue 12, p3601-3608. 8p. 2 Charts. |
| Subject Terms: |
*Attention-deficit hyperactivity disorder, *Children's language, *Child development, *Attention, *Communicative competence, *Comparative grammar, *Intellect, *Language acquisition, *Longitudinal method, *Children, Attention in children, Psychiatric diagnosis, Risk factors of attention-deficit hyperactivity disorder, Age distribution, Home care services, Premature infants, Probability theory, Research funding, Scale analysis (Psychology), Semantics, Effect sizes (Statistics), Data analysis software, Descriptive statistics |
| Geographic Terms: |
United States |
| Abstract: |
Purpose: This research note explores the potential role of attention in mediating previously reported associations between language outcomes and prematurity. Method: As a follow-up investigation to Mahurin Smith, DeThorne, Logan, Channell, and Petrill (2014), we employed multilevel modeling to analyze longitudinal data on language and attention collected when children were, on average, ages of 7, 8, and 10 years. The sample of 114 children taken from the Western Reserve Reading and Math Project was selected to oversample children with a history of prematurity while also controlling for differences in confounding influences such as age, gender, parental education, and race. Results: As predicted, attention differentially predicted language outcomes based on form of measurement. Specifically, parent and examiner ratings of attention were significantly associated with standardized test performance at all 3 time points (R2 = 15.2%-20%). Associations between attention and language sample measures were less consistent across home visits and tended to be smaller in effect size. Conclusion: Attention abilities are associated with children's language performance even in the absence of an attentiondeficit/ hyperactivity disorder diagnosis. Clinical implications, particularly as related to assessment, are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
