title: [Understand the neurodevelopment of language: a necessity to prevent learning disabilities in children].
abstract: Clinical and radiological knowledge of language development in the former premature infant compared to the newborn allows us to argue for exploration of the sensorimotor co-factors required for proper language development. There are early representations of the maternal language in the infant's visual, auditory, and sensorimotor areas, activated or stabilized by orofacial and articulatory movements. The functional architecture of language is different for vulnerable children such as premature infants. We have already mentioned the impact of early dysfunction of the facial praxis fine motor skills in this population presenting comprehension disorders. A recent meta-analysis confirms the increasing difficulty of understanding between 3 and 12 years, questioning the quality of the initial linguistic processes. A precise analysis of language, referenced from 3 years of age, should be completed by sensorimotor tests to assess possible constraints in automating neurolinguistic foundations. The usual assessment at this age can exclude sensory disturbances and communication and offers guidance and socialization. However, a recent study shows the ineffectiveness of "language-reinforced immersion" at 2 and 3 years in a population of vulnerable children. The LAMOPRESCO study of language and motor skills in the premature infant (National PHRC 2010) has assessed language and sensorimotor skills of preterm-born (<33 weeks) 3.5-year-old children without cerebral palsy. Fragile children were randomized into 2 groups, 1 stimulated by a specific individual protocol, the other given guidance. The primary endpoint was phonology, assuming that it is composed of very early good-quality sensorimotor integration stabilized by the child's oral facial motor skills before 5 years of age. This developmental integrative dynamic validates the "motor theory of speech perception." Early and accurate assessment of language and the patient's constraints should differentiate and specify management strategies for all children, whatever their background and pathologies.
authors.forename: A
authors.initials: A
authors.lastname: Charollais
authors.forename: S
authors.initials: S
authors.lastname: Marret
authors.forename: M-H
authors.initials: MH
authors.lastname: Stumpf
authors.forename: M
authors.initials: M
authors.lastname: Lemarchand
authors.forename: B
authors.initials: B
authors.lastname: Delaporte
authors.forename: E
authors.initials: E
authors.lastname: Philip
authors.lastname: Monom-Diverre
authors.forename: B
authors.initials: B
authors.lastname: Guillois
authors.forename: V
authors.initials: V
authors.lastname: Datin-Dorriere
authors.forename: T
authors.initials: T
authors.lastname: Debillon
authors.forename: M-J
authors.initials: MJ
authors.lastname: Simon
authors.forename: C
authors.initials: C
authors.lastname: De Barace
authors.forename: F
authors.initials: F
authors.lastname: Pasquet
authors.forename: E
authors.initials: E
authors.lastname: Saliba
authors.forename: R
authors.initials: R
authors.lastname: Zebhib
mesh_terms: D002675:Child, Preschool; D005625:Frontal Lobe / Q000033:anatomy & histology; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D007234:Infant, Premature; D007804:Language Development; D007859:Learning Disabilities / Q000517:prevention & control; D008279:Magnetic Resonance Imaging; D013060:Speech; D013702:Temporal Lobe / Q000033:anatomy & histology