Research Article

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

Abstract

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. Pictureelicited 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.

1. Bliss LS, McCabe A, Miranda AE. Narrative assessment profile: discourse analysis for school-age children. J Commun Disord. 1998;31(4):347-63.
2. Thordardottir ET, Weismer SE. Content mazes and filled pauses in narrative language samples of children with specific language impairment. Brain Cogn. 2002;48(2-3):587-92.
3. DeJoy DA, Gregory HH. The relationship between age and frequency of disfluency in preschool children. J Fluency Disord. 1985;10(2):107-22.
4. Navarro-Ruiz MI, Rallo-Fabra L. Characteristics of mazes produced by SLI children. Clin Linguist Phon. 2001;15(1-2):63-6.
5. Levelt WJM. Speaking: from intention to articulation. Cambridge, MA: MIT Press; 1989.
6. Fraundorf SH, Watson DG. The disfluent discourse: effects of filled pauses on recall. J Mem Lang. 2011;65(2):161-75.
7. Hinckley JJ. Narrative-based practice in speech-language pathology: stories of a clinical life. 1st ed. San Diego, CA: Plural Publishing; 2008.
8. Biddle KR, McCabe A, Bliss LS. Narrative skills following traumatic brain injury in children and adults. J Commun Disord. 1996;29(6):447-68; quiz 468-9.
9. Miles S, Chapman RS. Narrative content as described by individuals with Down syndrome and typically developing children. J Speech Lang Hear Res. 2002;45(1):175-89.
10. Szaflarski JP, Altaye M, Rajagopal A, Eaton K, Meng X, Plante E, et al. A 10-year longitudinal fMRI study of narrative comprehension in children and adolescents. Neuroimage. 2012;63(3):1188-95.
11. Kim O, Kendeou P, van den Broek P, White MJ, Kremer K. Cat, rat, and rugrats: narrative comprehension in young children with down syndrome. J Dev Phys Disabil. 2008;20(4):337-51.
12. Wolman C. Sensitivity to causal cohesion in stories by children with mild mental retardation, children with learning disabilities, and children without disabilities. J Spec Educ. 1991;25(2):135-54.
13. Humphries T, Cardy JO, Worling DE, Peets K. Narrative comprehension and retelling abilities of children with nonverbal learning disabilities. Brain Cogn. 2004;56(1):77-88.
14. Copmann KS, Griffith PL. Event and story structure recall by children with specific learning disabilities, language impairments, and normally achieving children. J Psycholinguist Res. 1994;23(3):231-48.
IssueVol 23 No 6 (2015) QRcode
SectionResearch Article(s)
Keywords
Normal disfluency story comprehension student intelligence
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
1.
Khoddam A. Comparing normal disfluency and story comprehension in normal school-aged students and students with borderline intelligence quotient. Aud Vestib Res. 2017;23(6):17-24.