title: Receptive language and intellectual abilities in preterm children.
abstract: The aim of this study was to examine the association between receptive vocabulary performance and intellectual quotient (IQ) in preterm born children compared to children born at term.
  
  
  
  A total of 72 preschool-age children participated in the study. Participants were divided in four groups: EG-I, including 20 moderate to late preterm born children; EG-II, comprehending 16 extremely preterm born children; CG-I and CG-II with correspondingly 20 and 16 children born at term. EG-I and CG-I as well as EG-II and CG-II groups were matched according to gender, chronological age, and family SES. The mean age of children in each group was: EG-I and CG-I: 30.3months; EG-II and CG-II: 29.1months. The assessment information was collected using an anamnesis protocol, the Brazilian criterion of economic classification, the Peabody Picture Vocabulary Test, and the Stanford-Binet Intelligence Scale.
  
  
  
  Mean scores for receptive vocabulary were significantly lower in both preterm groups (EG-I and EG-II) than in the corresponding matched groups (CG-I and CG-II). However, no significant differences were found among the preterm groups. Moreover, high correlations between vocabulary and IQ scores were found in both preterm groups (EG-I and EG-II). In contrast, no significant correlations were found when analyses considered each group of full-term born children (CG-I and CG-II).
  
  
  
  Our findings indicate that prematurity status has an impact on receptive language performance and on the pattern of relationships between receptive vocabulary and general intellectual functioning.
authors.affiliation: Department of Speech, Language Pathology and Audiology, Bauru School of Dentistry, University of São Paulo - USP, Bauru, SP, Brazil.
authors.forename: Camila
authors.initials: C
authors.lastname: da Costa Ribeiro
authors.affiliation: Department of Speech, Language Pathology and Audiology, Bauru School of Dentistry, University of São Paulo - USP, Bauru, SP, Brazil.
authors.forename: Dagma Venturini Marques
authors.initials: DV
authors.lastname: Abramides
authors.affiliation: Psychology Center, University of Porto, Portugal; School of Education, Lisbon Polytechnic Institute, Portugal.
authors.forename: Marina Gonçalves
authors.initials: MG
authors.lastname: Fuertes
authors.affiliation: Psychology Center, University of Porto, Portugal; Faculty of Psychology and Educational Sciences of the University of Porto, Portugal.
authors.forename: Pedro Nuno
authors.initials: PN
authors.lastname: Lopes Dos Santos
authors.affiliation: Department of Speech, Language Pathology and Audiology, Bauru School of Dentistry, University of São Paulo - USP, Bauru, SP, Brazil. Electronic address: dionelam@uol.com.br.
authors.forename: Dionísia Aparecida Cusin
authors.initials: DA
authors.lastname: Lamônica
mesh_terms: D002648:Child; D002657:Child Development; D005260:Female; D006801:Humans; D007231:Infant, Newborn; D007234:Infant, Premature / Q000254:growth & development*; D007360:Intelligence; D007804:Language Development; D008297:Male
keywords: Child development; Child language; IQ; Preterm; Vocabulary