Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years

Erica Neri, Leonardo De Pascalis, Francesca Agostini, Federica Genova, Augusto Biasini, Marcello Stella and Elena Trombini
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Erica Neri: Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy
Leonardo De Pascalis: Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy
Francesca Agostini: Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy
Federica Genova: Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy
Augusto Biasini: Donor Human Milk Bank Italian Association (AIBLUD), 20126 Milan, Italy
Marcello Stella: Pediatric and Neonatal Intensive Care Unit, Maurizio Bufalini Hospital, 47521 Cesena, Italy
Elena Trombini: Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy

IJERPH, 2021, vol. 18, issue 21, 1-14

Abstract: Background: After preterm birth, infants are at high risk for delays in language development. A promising intervention to reduce this risk is represented by the exposure to parental voices through book-reading in Neonatal Intensive Care Units (NICU). This study investigated the possible advantages of book-reading to preterm neonates during their NICU stay on their subsequent language development. Methods: 100 families of preterm infants were recruited. The parents of 55 preterm infants (Reading Group) received a colored picture-book on NICU admission and were supported to read to their neonate as often as possible and to continue after hospital discharge. Forty-five infants (Control Group) were recruited before the beginning of the intervention. Infant language development was assessed with the Hearing and Language quotients of the Griffith Mental Development Scale at the corrected ages of 3, 6, 9, 12, 18 and 24 months. Results: Regardless of group membership, Hearing and Language mean quotients decreased between 9 and 18 months; nevertheless, this decrease was considerably reduced in the Reading group, compared to the Control Group. Conclusions: Reading in NICUs represents a suitable intervention that could positively influence language development and parent-infant relationships in preterm children. The study findings support its implementation as a preventive measure.

Keywords: book reading intervention; language development; preterm infants; VLBW; longitudinal study; NICU (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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