Improved Cognitive Development in Preterm Infants with Shared Book Reading

Neonatal Network : NN
Susan Braid, Jenny Bernstein

Abstract

To examine the effect of shared book reading on the cognitive development of children born preterm and to determine what factors influence shared book reading in this population. Secondary analysis using the Early Childhood Longitudinal Study-Birth Cohort, a large, nationally representative survey of children born in the United States in 2001. One thousand four hundred singleton preterm infants (22-36 weeks gestation). Cognitive development measured using the Bayley Mental Scale score from the Bayley Scales of Infant Development Research Edition. Adjusting for neonatal, maternal, and socioeconomic characteristics, reading aloud more than two times a week is associated with higher cognitive development scores in two-year-old children born preterm (p < .001). Race/ethnicity and maternal education affect how often parents read to their children. Shared book reading holds potential as an early developmental intervention for this population.

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Citations

Feb 13, 2018·Journal of Perinatology : Official Journal of the California Perinatal Association·Bernadette M LevesqueCarole Ferguson
Aug 31, 2019·Neonatal Network : NN·Lisa ShantyBrenda Hussey-Gardner
Aug 24, 2018·F1000Research·Firoozeh SajediHosein Malek Afzali
Jan 17, 2021·The Journal of Pediatrics·Viral G JainThomas G Dewitt

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