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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
PubMed

Insights

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.
Abstract

Keywords:
Child developmentChild languageIQPretermVocabulary

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