Using Eye Movements to Assess Language Comprehension in Toddlers Born Preterm and Full Term.
To assess language skills in children born preterm and full term by the use of a standardized language test and eye-tracking methods.



Children born ≤32 weeks' gestation (n = 44) were matched on sex and socioeconomic status to children born full term (n = 44) and studied longitudinally. The Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III) were administered at 18 months (corrected for prematurity as applicable). The Looking-While-Listening Task (LWL) simultaneously presents 2 pictures and an auditory stimulus that directs the child's attention to one image. The pattern of eye movements reflects visual processing and the efficiency of language comprehension. Children born preterm were evaluated on LWL 3 times between 18 and 24 months. Children born full term were evaluated at ages corresponding to chronological and corrected ages of their preterm match. Results were compared between groups for the BSID-III and 2 LWL measures: accuracy (proportion of time looking at target) and reaction time (latency to shift gaze from distracter to target).



Children born preterm had lower BSID-III scores than children born full term. Children born preterm had poorer performance than children born full term on LWL measures for chronological age but similar performance for corrected age. Accuracy and reaction time at 18 months' corrected age displaced preterm-full term group membership as significant predictors of BSID-III scores.



Performance and rate of change on language comprehension measures were similar in children born preterm and full term compared at corrected age. Individual variation in language comprehension efficiency was a robust predictor of scores on a standardized language assessment in both groups.
Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA.
Elizabeth C
EC
Loi
Department of Psychology, Stanford University, Stanford, CA.
Virginia A
VA
Marchman
Department of Psychology, Stanford University, Stanford, CA.
Anne
A
Fernald
Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA. Electronic address: hfeldman@stanford.edu.
Heidi M
HM
Feldman
D032882:Comprehension / Q000502:physiology*; D005133:Eye Movements; D005260:Female; D006801:Humans; D007223:Infant; D007234:Infant, Premature; D007802:Language; D008137:Longitudinal Studies; D008297:Male; D047929:Term Birth
Bayley Scales; language development; premature; processing efficiency; reaction time