The linguistic comparison of picture-elicited narratives in borderline-intelligence and typically-developed school-age children
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Abstract
Background and Aim: Students with borderline intelligence quotient experience types of language disorders that are seen in their narratives, too. This research aimed to investigate the linguistic characteristics of picture-elicited narratives in school-aged children with borderline intelligence quotient.
Methods: In a cross-sectional study, 30 students with borderline intelligence quotient and 25 typically developing children at the age of 6-13 years were randomly selected from a population of four schools. Narrative discourse was elicited with description of pictures of one storybook.
Results: Students with borderline IQ were weaker than typically developing children in complex (p<0.001), compound sentences (p<0.001) and produced more ungrammatical sentences (p=0.007). Students with borderline intelligence quotient produced fewer related (p<0.001) but more unrelated information (p=0.033); and types of cohesive (p=0.010) and "HAM" conjunction (p=0.022) was fewer in them.
Conclusion: Students with borderline intelligence quotient showed more linguistic impairment in description of story.
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| Issue | Vol 23 No 2 (2014) | |
| Section | Research Article(s) | |
| Keywords | ||
| Narrative language disorder intelligence student | ||
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