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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Erica Neri & Leonardo De Pascalis & Francesca Agostini & Federica Genova & Augusto Biasini & Marcello Stella & Elena Trombini, 2021. "Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years," IJERPH, MDPI, vol. 18(21), pages 1-14, October.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11361-:d:667519
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    References listed on IDEAS

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    1. Dino Gibertoni & Alessandra Sansavini & Silvia Savini & Chiara Locatelli & Gina Ancora & Enrica Perrone & Magda Ialonardi & Paola Rucci & Maria Pia Fantini & Giacomo Faldella & Luigi Corvaglia, 2020. "Neurodevelopmental Trajectories of Preterm Infants of Italian Native-Born and Migrant Mothers and Role of Neonatal Feeding," IJERPH, MDPI, vol. 17(12), pages 1-14, June.
    2. Mariagrazia Zuccarini & Chiara Suttora & Arianna Bello & Arianna Aceti & Luigi Corvaglia & Maria Cristina Caselli & Annalisa Guarini & Alessandra Sansavini, 2020. "A Parent-Implemented Language Intervention for Late Talkers: An Exploratory Study on Low-Risk Preterm and Full-Term Children," IJERPH, MDPI, vol. 17(23), pages 1-20, December.
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    Cited by:

    1. Erica Neri & Federica Genova & Marcello Stella & Alessandra Provera & Augusto Biasini & Francesca Agostini, 2022. "Parental Distress and Affective Perception of Hospital Environment after a Pictorial Intervention in a Neonatal Intensive Care Unit," IJERPH, MDPI, vol. 19(15), pages 1-13, July.

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