Predictors of language and reading outcomes in 12‐year‐old children born very preterm

Aim To investigate predictors of language and reading outcomes in 12‐year‐old Swedish children born very preterm (<32 gestational weeks) in 2004–2007. Method Children born very preterm ( n = 78, 43 girls), and term‐born controls ( n = 50, 32 girls), were examined on verbal IQ, semantic and phonemic fluency, sentence recall, reading fluency, word and phonological decoding at 12 years of age. The results were related to neonatal characteristics, language development, measured with Bayley‐III, at 2.5 years corrected age, and concurrent non‐verbal IQ. Results Preterm children showed language and reading difficulties that were not completely accounted for by level of concurrent non‐verbal IQ. Extremely preterm born children (<28 gestational weeks) demonstrated specific linguistic weaknesses. Administration of antenatal steroids, retinopathy of prematurity and persistent ductus arteriosus explained unique variance in language and reading outcomes. Language assessments at 2.5 years had low predictive value for language and reading outcomes at age 12. Conclusion Language and reading difficulties in 12‐year‐old children born preterm were not fully explained by concurrent non‐verbal IQ, and were not reliably predicted by language assessments at 2.5 years. Renewed language assessments at school age are warranted for identifying children with persisting linguistic difficulties.