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.