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Receptive language and intellectual abilities in preterm children
Camila da Costa Ribeiro1, Dagma Venturini Marques Abramides1, Marina Gonçalves Fuertes2
1Department of Speech, Language Pathology and Audiology, Bauru School of Dentistry, University of São Paulo - USP, Bauru, SP, Brazil.
Early Human Development
|July 15, 2016
Summary
Preterm birth impacts receptive language skills and the link between vocabulary and IQ. Children born prematurely showed lower vocabulary scores and a different IQ correlation pattern compared to full-term peers.
Area of Science:
- Developmental Psychology
- Pediatric Neurology
- Linguistics
Background:
- Preterm birth is a significant risk factor for developmental challenges.
- Understanding the long-term cognitive and linguistic outcomes in preterm children is crucial.
Purpose of the Study:
- To investigate the association between receptive vocabulary and intellectual quotient (IQ) in preterm versus full-term born children.
- To compare language development and cognitive correlations between these groups.
Main Methods:
- Study included 72 preschool children divided into moderate-to-late preterm, extremely preterm, and two full-term control groups.
- Groups were matched for age, gender, and socioeconomic status.
- Receptive vocabulary was assessed using the Peabody Picture Vocabulary Test, and IQ was measured with the Stanford-Binet Intelligence Scale.
Main Results:
- Both preterm groups exhibited significantly lower receptive vocabulary scores than their full-term matched counterparts.
- High correlations between vocabulary and IQ were observed in preterm children, but not in full-term children.
Conclusions:
- Prematurity significantly affects receptive language abilities.
- The relationship between receptive vocabulary and general intellectual functioning differs between preterm and full-term children.
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