The major focus of this research is on the differential disruption of language abilities subsequent to brain damages as they relate to site and size of lesion, especially left hemisphere lesions which disrupt the production and processing of "Nouns" vs. "Verbs" as two functionally different lexical categories. Several clinical as well as experimental studies reported on different language have shown that nouns and verbs can be independently disrupted due to brain damage. A prevalent impairment in naming actions (Producing verbs) is reported in non-fluent aphasic patients, with lesions involving left frontal lobe, whereas a selective in naming objects (Producing nouns) has been observed in amnesic patients, with lesions involving the temporal lobe and the temporal lobe and the posterior association aresas. This research is a theoretical and fundamental based on descriptive and analytical method. The aphasic data in this research were obtained by assessing each patient&aposs aphasic symptoms using a standard Persian aphasia test (Paradis, Nilipoure, Paribakht, 1989) as well as post-test analysis of each patient&apos connected descriptive speech. The subjects were selected form among aphasics who referred to speech therapy centers in Tehran during a pe5iod of one year since autumn 1999. The subjects selected in the study were a homogenous group with left hemisphere lesions due to CVA. They were educated adult right handed. Speakers of Persian without any risk factor such as nicotine, alcohol or any addiction and diabetes with no gross depression or anxiety problems or face and oral paralysis and hemiaopsia. The subjects in this study comprised to adults ranging between 33 and 76 years of age. The results indicated that there are significant correlation between: 1) The production of nouns and left hemisphere lesion. 2) The production of verbs and left hemisphere lesion. 3) Brain lesion and language deficits. 4) The site of lesion and language abilities. Although the data are limited and the generalization of the study has certain restrictions, the present data indicate some specific and reliable avidence on the selective impairment of nouns and verbs due to different lesions in the left hemisphere.

Background and Aim: Learning Language is a skill which is acquired in early childhood. So, language gradually developed and new words and new structures slowly added to language knowledge. Hearing sense is the most important acquisition for of language and hearing disorder is a barrier for natural language acquiring .The purpose of this study is comparison between morphological and syntactic features of 4 to 5 years old severe to profound hearing impaired and normal children.

Materials and Method: This cross-sectional study performed on 10 normal-hearing children with mean age of 4-5, from Gazvin kindergartens and 10 hearing impaired children with similar IQ and age from Nioosha Rehabilitation Center. The language and non language information was received by spontaneous and descriptive speech, and questionnaire, respectively and for comparing syntax comprehension, Specific language impairment test was used. Then these results were compared between two groups.

Results: Difference between spontaneous speech and descriptive speech in hearing impaired child is just like normal child. These differences are that the number of utterance, the mean of lexical morpheme, functional morpheme in spontaneous speech is greater than descriptive speech but the mean length of utterance and richness of vocabulary in descriptive speech is greater than spontaneous speech. Mean of lexical morpheme, functional morpheme and richness of vocabulary related to morphological part and the number of utterance, the mean length of utterance and syntax comprehension related to syntax, in spontaneous and descriptive speech of normal children speech is greater than hearing impaireds`.

Conclusion: According to recent researches, compared with normal child, the hearing impaired child nearly never to reach equal level, and for this reason, training for this group is necessary. It is concluded that although these children have severe to profound hearing loss they are developing their language by auditory training, hearing aid, language therapy and educational assistance and they only have delay in period of language learning. In the other words, language growth of a 4-5 year old hearing impaired child is almost similar to a 3 year old normal child.

Background and Aim: Most of the researches are about bilingual children with specific language impairment and importance of it in recognition and treatment. This study aimed to assess verb morphology in bilinguals with specific language impairment (SLI) and compare them with normal bilinguals.

Methods: Six bilingual (Azeri and Persian) children with specific language impairment at the age of 7-8 years were collected from clinics of Tehran, Iran. They were evaluated about verb morphology using narrative speech and specific language impairment test and then, compared with six age-matched and six other language-matched children as control group. Children with specific language impairment were diagnosed by exhibiting a significant delay (more than one year) in language that can not be explained by intelligence deficits, hearing loss or visual impairment. We used Man-Whitney test for comparing the groups.

Results: Bilingual children with specific language impairment had delay in comparison with their age-matched group in subject-verb agreement (p=0.020) and articulating tense morphemes (p=0.019). They also had meaningful delay in using proper tense of verbs (past, present, and future) in comparison with language-matched control group (p=0.029).

Conclusion: Comparison of typical development of bilingual children and bilinguals with specific language impairment shows that verb morphology is a good clinical marker for diagnosing and treatment of these children.