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Writing skills and executive functions: What happens to low risk preterm children?

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Title: Writing skills and executive functions: What happens to low risk preterm children?
Authors: Ogneva, Anastasiia1,2 (AUTHOR) anastasiia.ogneva@usc.es, Arce, Constantino1,3 (AUTHOR), Pérez-Pereira, Miguel1,2 (AUTHOR)
Source: Reading & Writing. Apr2026, Vol. 39 Issue 4, p1495-1522. 28p.
Subject Terms: *Short-term memory, *Writing education, *Longitudinal method, *Spelling ability, Executive function, Premature infants, Cognitive flexibility, Response inhibition
Abstract: Most studies on executive functions and writing skills in preterm children were cross-sectional studies conducted with very and extremely preterm children. Studies adopting a longitudinal approach carried out with low-risk preterm children are, however, scarce. We studied 145 children from 4 to 9 years of age of which 111 were low-risk preterm participants with gestational ages ranging from 26 to 36 weeks and 34 were full-term children. The performance of both groups of children in different executive functions has been measured at 4, 5 and 8 years of age, and in writing skills at 9 years of age. Comparisons between both groups have been carried out. The effect of these executive functions on writing abilities has also been studied using multiple linear regression analyses. The findings of this study indicate that no significant difference has been found between preterm and full-term children in any of the executive functions measured, nor in writing skills. The effect of EFs on the explanation of spelling skills (syllable and pseudo-word dictation) which are not related to meaning is very low, with working memory and lack of inhibition being the only EFs which affect pseudo-word dictation. In contrast, several EFs verbal working memory, cognitive flexibility, conceptual ability and flexibility, as well as inhibitory control, have effects on those writing abilities which imply meaning and are cognitively more complex (word and phrase dictation and story structure). To conclude, low-risk preterm children do not seem to present problems in the development of executive functions or writing skills. Executive functions measured several years before still have an important influence on writing skills at age 9. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Most studies on executive functions and writing skills in preterm children were cross-sectional studies conducted with very and extremely preterm children. Studies adopting a longitudinal approach carried out with low-risk preterm children are, however, scarce. We studied 145 children from 4 to 9 years of age of which 111 were low-risk preterm participants with gestational ages ranging from 26 to 36 weeks and 34 were full-term children. The performance of both groups of children in different executive functions has been measured at 4, 5 and 8 years of age, and in writing skills at 9 years of age. Comparisons between both groups have been carried out. The effect of these executive functions on writing abilities has also been studied using multiple linear regression analyses. The findings of this study indicate that no significant difference has been found between preterm and full-term children in any of the executive functions measured, nor in writing skills. The effect of EFs on the explanation of spelling skills (syllable and pseudo-word dictation) which are not related to meaning is very low, with working memory and lack of inhibition being the only EFs which affect pseudo-word dictation. In contrast, several EFs verbal working memory, cognitive flexibility, conceptual ability and flexibility, as well as inhibitory control, have effects on those writing abilities which imply meaning and are cognitively more complex (word and phrase dictation and story structure). To conclude, low-risk preterm children do not seem to present problems in the development of executive functions or writing skills. Executive functions measured several years before still have an important influence on writing skills at age 9. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2026
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