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See detailLe langage spontané des enfants prématurissimes : analyse du langage descriptif et informatif
Grooteclaes, Vanessa; Docquier, Laurence ULg; Maillart, Christelle ULg

in Glossa (2010), 108

The limits of prematurity don’t stop moving back and very premature children with a very low birth weight survive. Since a short time studies have been conducted on the cognitive and language evolution of ... [more ▼]

The limits of prematurity don’t stop moving back and very premature children with a very low birth weight survive. Since a short time studies have been conducted on the cognitive and language evolution of those children. This present study aims to determine the nature of language repercussions of extremely prematurity birth by focusing more particularly on spontaneous language. Language performances of 23 children born at less than 26 weeks of gestational age will be compared to the ones of 23 children born at term, paired by age (between 6 and 8 years old), sex and sociocultural level. Two tasks will be compared : a task of descriptive language (narration based on pictures) and a test of informative language in which the child will have to transmit some precise information on the realization of familiar actions. The children’s productions have been written down, then analysed from a lexical, syntactic and semantic point of view. Results show that the two groups of children do not differ in the task of descriptive language but differences emerge in the task of informative language. On lexical level the richness and variety of words used by premature children seem poorer than the ones used by children born at term. From the syntactic point of view the average length of utterances of premature children is inferior to the one of children born at term. At last the semantic analyses show that the premature children express less ideas and that the semantic content of the given ideas is less rich in comparison with the children born at term. In conclusion this study suggests that the discursive level of highly premature children mustn’t only be tested with descriptive tasks but also with informative tasks which seem more sensible to the specific weaknesses of that population. [less ▲]

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