Abstract
Objective:Children with HIV (CWH) are at increased risk for cognitive and developmental delays. Whether HIV affects literacy development, however, remains unknown. Rapid automatized naming (RAN) tasks offer the simplest preliteracy assessment a child can perform that predicts future reading skills across languages.Design and Methods:RAN performance was analyzed cross-sectionally on 473 children (249 children without HIV and 217 CWH; ages 3-9) drawn from a longitudinal study in Tanzania. These data were compared to results from 341 normally developing children without HIV (ages 3-8) from the United States. Participants performed two RAN subtests: colors and objects.Results:RAN object completion was greater than for the RAN color in Tanzanian children. CWH were less likely to complete either subtest and performed worse on the object subtest compared to Tanzanian children without HIV. Compared to the US cohort, the Tanzanian cohort was less likely to complete both subtests - in particular the colors subtest - and showed more variability in responses at younger ages. After approximately age 6, however, the trajectory of improvement between the United States and Tanzania was similar.Conclusions:CWH performed worse on this per-literacy test, indicating literacy skill development in CWH needs further study. The differences between US and Tanzanian results likely reflect variability in when children learn to name colors and objects. The trajectory of improvement between countries became more similar as the children aged. This study motivates further longitudinal analyses aimed at assessing the developmental trajectory of the RAN, its predictive ability for reading skills, and its link with other preliteracy and cognitive skills.
Original language | English (US) |
---|---|
Pages (from-to) | 1077-1083 |
Number of pages | 7 |
Journal | AIDS |
Volume | 37 |
Issue number | 7 |
DOIs | |
State | Published - Jun 1 2023 |
Funding
We thank the team at the DarDar clinic in Dar es Salaam, Tanzania, and past and present members of the Auditory Neuroscience Laboratory for their contribution with data collection. We thank children and families who participated in this study. This work was supported by the National Institutes of Health (grant number 5R01HD095277; J.C.B. principal investigator – grant number R01 HD069414; N.K. principal investigator). The content of this report is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Keywords
- children with HIV
- children without HIV
- developmental trajectory
- preliteracy
- rapid automatized naming
ASJC Scopus subject areas
- Immunology and Allergy
- Immunology
- Infectious Diseases