Abstract

Several studies have been highlighting general cognitive difficulties in preterms. This review aims to analyse the effects of preterm birth not only on global cognitive development, but also on specific oral and written linguistic competencies. The conclusions obtained point out that difficulties found in preterms'cognitive and linguistic development do not depend on a slower rhythm of acquisition in all competencies, but on atypical developmental trajectories since some competences are more compromised and difficulties in specific competences emerge at different ages during development. Moreover, preterm birth does not determine a single developmental trajectory, but several trajectories in function of the level of neonatal immaturity and of the co-occurrent biological and environmental factors.