Abstract

Context: Although studies suggest that preterm children are more likely to develop speech or language disorders later in life, language differences between preterm and full-term children in early childhood are not fully understood.

Objective: To investigate the early development of receptive and expressive language in preterm children compared with full-term children by conducting a meta-analysis.

Data sources: Scopus, Web of Science, and EBSCO were searched in January 2024.

Study selection: Studies reporting receptive and/or expressive language using the Bayley Scales of Infant and Toddler Development, version 3 or 4, or vocabulary comprehension and/or production using the MacArthur-Bates Communicative Development Inventory. Studies comparing preterm and full-term children in the first 18 months of corrected age.

Data extraction: Study outcomes were transformed into Hedges g and synthesized using robust variance estimation. Risk of bias was assessed by visual inspection of funnel plots and Egger's regression test.

Results: Of 9464 records, a total of 34 studies using 21 individual datasets were eligible (N = 1825). Results indicate that preterm children score lower in receptive (g = -0.40; 95% CI, -0.60 to -0.19) and expressive (g = -0.44; 95% CI, -0.63 to -0.25) language. For receptive language, the difference increases with age and was higher for preterm children with lower gestational age and birth weight.

Limitations: Only published studies and only English publications.

Conclusion: When in infancy and toddlerhood, preterm children score lower in receptive and expressive language. The results highlight the importance of early identification and intervention, especially for preterm children.