Participants were exposed to the TOEFL, the Raven Intelligence Test, the Select Cloze Test, and the Free Writing Test. Scores were analyzed using the standard deviation and critical p value. The hypothesis was tested using t-test statistics. And he found that there is a positive correlation between written expression and IQ and no correlation between IQ and gender. Hill, H. (1936) measured the effect of bilingualism on the intelligence of elementary school children of Italian origin. It was based on the comparison between Italian children who used Italian at home and Italian children who used English in a series of verbal and non-verbal tests. They had similar IQs. No difference was found between the two groups. Johnson measured the relationship between linguistic and nonlinguistic intelligence tests and the relationship between bilingualism and these tests via reaction time tasks. The purpose of this study was to compare linguistic and nonlinguistic intelligence tests and how bilingualism relates to these two tests. His position was that these typical objective tests were not good enough to measure the intelligence of bilinguals because they were based on cultural nuances and without strong command of the language these tests could not be performed well. 30 Spanish boys (9,10,12 years old) in the southwestern United States were tested. All the children used English at school but had knowledge of it