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A Parent-Implemented Language Intervention for Late Talkers: An Exploratory Study on Low-Risk Preterm and Full-Term Children

Author

Listed:
  • Mariagrazia Zuccarini

    (Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy)

  • Chiara Suttora

    (Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy)

  • Arianna Bello

    (Department of Education, Roma Tre University, 00154 Rome, Italy)

  • Arianna Aceti

    (Neonatology and Neonatal Intensive Care Unit, S. Orsola-Malpighi Hospital, 40138 Bologna, Italy
    Department of Medical and Surgery Sciences, University of Bologna, 40138 Bologna, Italy)

  • Luigi Corvaglia

    (Neonatology and Neonatal Intensive Care Unit, S. Orsola-Malpighi Hospital, 40138 Bologna, Italy
    Department of Medical and Surgery Sciences, University of Bologna, 40138 Bologna, Italy)

  • Maria Cristina Caselli

    (Institute of Cognitive Sciences and Technologies, CNR, 00185 Rome, Italy)

  • Annalisa Guarini

    (Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy
    A.G. and A.S. share last co-authorship.)

  • Alessandra Sansavini

    (Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy
    A.G. and A.S. share last co-authorship.)

Abstract

Parent-implemented language interventions have been used for children with expressive language delays, but no study has yet been carried out using this intervention for low-risk preterm children. The current study examined the effect of a parent-implemented dialogic book reading intervention, determining also whether the intervention differently impacted low-risk preterm and full-term children. Fifty 31-month-old late talkers with their parents participated; 27 late talkers constituted the intervention group, and 23 constituted the control group. The overall results indicated that more children in the intervention group showed partial or full recovery of their lexical expressive delay and acquired the ability to produce complete sentences relative to the control group. Concerning full-term late talkers, those in the intervention group showed a higher daily growth rate of total words, nouns, function words, and complete sentences, and more children began to produce complete sentences relative to those in the control group. Concerning low-risk preterm late talkers, children in the intervention group increased their ability to produce complete sentences more than those in the control group. We conclude that a parent-focused intervention may be an effective, ecological, and cost-effective program for improving expressive lexical and syntactic skills of full-term and low-risk preterm late talkers, calling for further studies in late talkers with biological vulnerabilities.

Suggested Citation

  • Mariagrazia Zuccarini & Chiara Suttora & Arianna Bello & Arianna Aceti & Luigi Corvaglia & Maria Cristina Caselli & Annalisa Guarini & Alessandra Sansavini, 2020. "A Parent-Implemented Language Intervention for Late Talkers: An Exploratory Study on Low-Risk Preterm and Full-Term Children," IJERPH, MDPI, vol. 17(23), pages 1-20, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:23:p:9123-:d:457993
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    Citations

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    Cited by:

    1. Erica Neri & Leonardo De Pascalis & Francesca Agostini & Federica Genova & Augusto Biasini & Marcello Stella & Elena Trombini, 2021. "Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years," IJERPH, MDPI, vol. 18(21), pages 1-14, October.
    2. Annalisa Guarini & Miguel Pérez Pereira & Anneloes van Baar & Alessandra Sansavini, 2021. "Special Issue: Preterm Birth: Research, Intervention and Developmental Outcomes," IJERPH, MDPI, vol. 18(6), pages 1-4, March.
    3. Chiara Suttora & Annalisa Guarini & Mariagrazia Zuccarini & Arianna Aceti & Luigi Corvaglia & Alessandra Sansavini, 2022. "Integrating Gestures and Words to Communicate in Full-Term and Low-Risk Preterm Late Talkers," IJERPH, MDPI, vol. 19(7), pages 1-22, March.

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