Early Language Difficulties in Association With Later Need of School Support Services in Very Preterm Children – A Longitudinal Follow-Up Study - Scorecard - MDSpire
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Language Challenges in Early Development Linked to Future School Support Needs in Extremely Preterm Children: A Longitudinal Analysis

  • By

  • Eeva Mäkilä

  • Mikael O. Ekblad

  • Päivi Rautava

  • Anna Nyman

  • Sirkku Setänen

  • September 16, 2026

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Clinical Scorecard: Language Challenges in Early Development Linked to Future School Support Needs in Extremely Preterm Children: A Longitudinal Analysis

At a Glance

CategoryDetail
ConditionVery Preterm Birth
Key MechanismsDevelopmental difficulties in cognitive, social, and behavioral skills, particularly in language and executive functions.
Target PopulationChildren born very preterm (gestational age <32 weeks or birth weight <1500 g).
Care SettingPediatric follow-up in primary health care.

Key Highlights

  • Very preterm children face greater risks of developmental difficulties compared to full-term peers.
  • Weak language abilities are linked to cognitive and developmental challenges in very preterm children.
  • The Five-to-Fifteen questionnaire identifies children at risk for motor impairment and school support needs.
  • Children without cognitive impairment can achieve age-appropriate school performance with necessary support.
  • Early identification of learning difficulties is crucial for timely intervention.

Guideline-Based Recommendations

Diagnosis

  • Use the Five-to-Fifteen questionnaire to assess developmental profiles at age 5.

Management

  • Provide school support services based on identified needs at ages 8 and 11.

Monitoring & Follow-up

  • Regular follow-up assessments of cognitive and developmental skills through validated questionnaires.

Risks

  • Children born very preterm are at increased risk for academic difficulties, particularly in mathematics and language.

Patient & Prescribing Data

Very preterm infants followed from birth to school age.

Early intervention and support services can mitigate risks of educational delays.

Clinical Best Practices

  • Utilize standardized tools like the Five-to-Fifteen questionnaire for early developmental assessment.
  • Engage teachers in the assessment of school support needs.
  • Monitor developmental progress regularly to adapt support services as needed.

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