Comparing normal disfluency and story comprehension in normal school-aged students and students with borderline intelligence quotient

摘要

Background and Aim: School-aged children with borderline intelligence quotient (IQ) have different comprehension and narrative skills compared with normal children. This research compared dysfluencies and story comprehension of these students with normal students.Methods: In a cross-sectional study, 30 students with borderline intelligence quotient and 25 normal students were compared. Stratified random sampling was used for selection of students. Picture-elicited narrative and comprehension tests were used to study students. The Mann-Whitney U test and the analysis of covariance Spearman correlation test were used for data analysis.Results: Students with borderline intelligence quotient produced word dysfluencies and phrasal nonfluencies more than normal students (p=0.005, p=0.01, respectively). They also performed more poorly in story comprehension (p=0.002). There was a significant association between phrasal disfluency and story comprehension (r=-0.21).Conclusion: Students with borderline intelligence quotient show more dysfluencies in narration and are weaker in story comprehension. There are negative associations between phrasal disfluency and story comprehension.