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Research Article Volume 16 Issue 2
Repercussions of gestational exposure to toxoplasmosis on language and learning: a comparative analysis in non-monozygotic triplets
Giuliana Lugarini, Gabriel Garcia, Tony Tannous Tahan, Fabiana Vanessa Achy de Almeida, Raffael Massuda, Tatiane Emi Hirose, Cristina de Oliveira Rodrigues, Yasmin Oliveira Rossoni, Andrea Maciel de Oliveira Rossoni
Received: May 25, 2026 | Published: June 11, 2026
Citation: Lugarini G, Garcia G, Tahan TT, et al. Repercussions of gestational exposure to toxoplasmosis on language and learning: a comparative analysis in nonmonozygotic triplets. J Pediatr Neonatal Care. 2026;16(2):74-79. DOI: 10.15406/jpnc.2026.16.00623
Abstract
Background: Gestational toxoplasmosis may lead to neurological and developmental repercussions capable of affecting language development and learning abilities during childhood. Objective: To comparatively analyze language development and early academic indicators in non-monozygotic triplets with gestational exposure to toxoplasmosis, including one child with confirmed congenital infection. Methods: Observational descriptive comparative study conducted with three nonmonozygotic triplets aged 7 years (84 months), exposed to gestational toxoplasmosis and inserted in the same family and educational context. Assessments included the Oral and Written Dictation Test proposed by Capovilla and Seabra, Piagetian operational tasks and the School Performance Test, in addition to qualitative language analysis. The study is part of a multidisciplinary project approved by the Research Ethics Committee (CAAE 79727424.0.0000.0096). Results: Child A, diagnosed with confirmed congenital toxoplasmosis, showed greater difficulties in verbal comprehension, auditory sequential processing, language tasks and early arithmetic skills, obtaining 27/40 correct responses. Child B, exposed to gestational toxoplasmosis without confirmed congenital infection, achieved intermediate performance (34/40). Child C, also exposed to gestational toxoplasmosis without confirmed congenital infection, demonstrated preserved language and academic abilities, obtaining 40/40 correct responses. Conclusion: Different cognitive, linguistic and academic outcomes were identified among children exposed to gestational toxoplasmosis despite similar environmental conditions. The findings reinforce the importance of longitudinal monitoring of language and learning abilities in exposed children, even in the absence of confirmed congenital disease.
Keywords: prenatal exposure delayed effects, child development, literacy, academic performance, cognition, toxoplasmosis, congenital
©2026 Lugarini, et al. This is an open access article distributed under the terms of the, which permits unrestricted use, distribution, and build upon your work non-commercially.