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Otitis Media in Early Childhood in Relation to Children's School-Age Language and Academic Skills.

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Bibliographic Details
Title: Otitis Media in Early Childhood in Relation to Children's School-Age Language and Academic Skills.
Authors: Roberts, Joanne E., Burchinal, Margaret R., Zeisel, Susan A.
Source: Pediatrics. Oct2002, Vol. 110 Issue 4, p696. 11p. 4 Graphs.
Subjects: Otitis media, School entrance age, Children, Academic achievement
Abstract: ABSTRACT. Objective. To examine whether otitis media with effusion (OME) and associated hearing loss during the first 4 years of life are related to the language development and academic achievement of children between 4 years of age and second grade. Methods. In a prospective cohort study, 83 black children, primarily from low-income families and recruited from community-based child care programs, were examined repeatedly between the ages of 6 months and 4 years for the presence of OME and hearing loss, both when well and when ill with OME. Children's child-rearing environments at home were assessed annually from infancy through second grade, whereas children's language and academic skills were assessed repeatedly between 4 years of age and second grade. Results. We did not find in our longitudinal analyses a relationship between OME and hearing loss during the first 4 years of life and later academic skills in early reading and recognition of words heard. We did find that children with greater incidence of OME and hearing loss during the first 4 years of life scored lower in verbal math problems between kindergarten and second grade, even after partialing out important background factors. Children with more OME tended to score lower in math at the younger ages but caught up once they entered school. Follow-up analyses indicated also that children with more OME during the first 2 years of life scored lower in expressive language during the preschool and early elementary school years but caught up by second grade. In contrast, children from homes that were rated as more stimulating and responsive scored higher on every measure of language and academic skills than did children from less responsive homes. The home environment was related more strongly to all of the outcomes examined than was OME or hearing loss. Conclusions. There was no evidence of a significant relationship between a history of OME or hearing loss and children's later academic skills in... [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:ABSTRACT. Objective. To examine whether otitis media with effusion (OME) and associated hearing loss during the first 4 years of life are related to the language development and academic achievement of children between 4 years of age and second grade. Methods. In a prospective cohort study, 83 black children, primarily from low-income families and recruited from community-based child care programs, were examined repeatedly between the ages of 6 months and 4 years for the presence of OME and hearing loss, both when well and when ill with OME. Children's child-rearing environments at home were assessed annually from infancy through second grade, whereas children's language and academic skills were assessed repeatedly between 4 years of age and second grade. Results. We did not find in our longitudinal analyses a relationship between OME and hearing loss during the first 4 years of life and later academic skills in early reading and recognition of words heard. We did find that children with greater incidence of OME and hearing loss during the first 4 years of life scored lower in verbal math problems between kindergarten and second grade, even after partialing out important background factors. Children with more OME tended to score lower in math at the younger ages but caught up once they entered school. Follow-up analyses indicated also that children with more OME during the first 2 years of life scored lower in expressive language during the preschool and early elementary school years but caught up by second grade. In contrast, children from homes that were rated as more stimulating and responsive scored higher on every measure of language and academic skills than did children from less responsive homes. The home environment was related more strongly to all of the outcomes examined than was OME or hearing loss. Conclusions. There was no evidence of a significant relationship between a history of OME or hearing loss and children's later academic skills in... [ABSTRACT FROM AUTHOR]
ISSN:00314005
DOI:10.1542/peds.110.4.696