Tehran University of Medical Sciences Auditory and Vestibular Research 2423-480X 23 2 2017 07 31 58 65 Belghis Rovshan Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran Masoud Karimlo Department of Statistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Ahmad Alipour Department of Psychology, Faculty of Psychology & Education, Payame Noor University, Tehran, Iran Ali Khoddam Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran 2017 05 22 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. https://avr.tums.ac.ir/index.php/avr/article/view/255