INTELLIGENCE QUOTIENT (IQ) AND RECEPTIVE-EXPRESSIVE LANGUAGE SKILLS IN 5–6-YEAR-OLD CHILDREN

Abstract

Objective: This study examined the association between intelligence quotient (IQ) scores and receptive, expressive, semantic, and grammatical language performance in 5–6-year-old children. Methods: This cross-sectional study prospectively enrolled and assessed 50 children from four cities in Türkiye. IQ was assessed using the Stanford–Binet Intelligence Scale, and language skills were evaluated using the Turkish Early Language Development Test (TEDİL). IQ was treated as a continuous variable, and associations between IQ and language outcomes were examined using Spearman rank correlations. Exploratory sex comparisons used the Mann–Whitney U test. Results: The sample included 25 girls and 25 boys; 37 children were aged 5 years and 13 were aged 6 years. Mean IQ was 110.38±12.72. IQ scores were positively correlated with receptive language (ρ=0.643, p<0.001), expressive language (ρ=0.764, p<0.001), and total language (ρ=0.766, p<0.001). Positive correlations were also observed for all four language subdomains (ρ=0.569–0.726; all p<0.001). Conclusion: Higher IQ scores were associated with stronger receptive, expressive, semantic, and grammatical language performance in this study.