Early Vocalization of Preterm Infants with Extremely Low Birth Weight (ELBW), Part II: From Canonical Babbling up to the Appearance of the First Word

Autor/inn/en	Torola, Helena; Lehtihalmes, Matti; Heikkinen, Hanna; Olsen, Paivi; Yliherva, Anneli
Titel	Early Vocalization of Preterm Infants with Extremely Low Birth Weight (ELBW), Part II: From Canonical Babbling up to the Appearance of the First Word
Quelle	In: Clinical Linguistics & Phonetics, 26 (2012) 4, S.345-356 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
DOI	10.3109/02699206.2011.636500
Schlagwörter	Body Weight; Premature Infants; Language Acquisition; Comparative Analysis; Syllables; Classification; Video Technology; Foreign Countries; Finno Ugric Languages; Mothers; Parent Child Relationship; Finland + Suchen Sie Ihr Suchwort? Körpergewicht; Frühgeburt; Sprachaneignung; Spracherwerb; Silbe; Classification system; Klassifikation; Klassifikationssystem; Ausland; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Finnland
Abstract	The aim of this study was to systematically describe the preverbal development of preterm infants from canonical babbling up to the first word and to compare it with that of healthy full-term infants. In addition, the amount of vocalization between the preterm and full-term groups was compared. The sample consisted of 18 preterm infants with extremely low birth weight and 11 full-term infants. The development of preverbal vocalization before variegated babbling did not differ between the groups. Instead, the preterm infants failed to produce more different kinds of canonical syllable types than the full-term infants. However, they showed a larger variance of variegated babbling skills and remained in the babbling phase longer before reaching the first meaningful word compared with the full-term infants. Following the onset of canonical babbling, the preterm infants produced fewer vocalizations than the full-term infants and they reached the first word later than the full-term infants. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10