Background and Aim: The staggered spondaic word (SSW) test is potent to evaluate the function of the central auditory nervous system. As the Farsi version is not available, the purpose of this study was to prepare a Farsi language version of SSW (FLV-SSW), and to conduct a primary evaluation.
Materials and Methods: The Farsi-language version of SSW was first prepared and recorded on a tape. Fifty-eight normal hearing individuals with mean age 29.72 years were avaluated in Rehabilitation School of Iran University of Medical Sciences in 3 months.
Results: The mean scores of Raw SSW was 98.364 in the normal group. The minimum and maximum percentage of errors of Corrected SSW were -6 and 8 for each of the conditions, -4.75 and 5 for each ear and -3.88 and 3.75 for the entire test (total). The maximum number of reversals was one. There is no difference between males and females scores.
Conclusion: Based on the obtained results, the FLV-SSW test appears to have potential as a useful measure of central auditory processing but the generalization of this results needs further studies.

Background and Aim: Understanding and defining developmental norms of auditory comprehension is a necessity for detecting auditory-verbal comprehension impairments in children. We hereby investigated lexical auditory development of Persian (Farsi) speaking children.
Methods: In this cross-sectional study, auditory comprehension of four 2-5 year old normal children of adult&aposs child-directed utterance at available nurseries was observed by researchers primarily to gain a great number of comprehendible words for the children of the same age. The words were classified into nouns, verbs and adjectives. Auditory-verbal comprehension task items were also considered in 2 sections of subordinates and superordinates auditory comprehension. Colored pictures were provided for each item. Thirty 2-5 year old normal children were randomly selected from nurseries all over Tehran. Children were tested by this task and subsequently, mean of their correct response were analyzed.
Results: The findings revealed that there is a high positive correlation between auditory-verbal comprehension and age (r=0.804, p=0.001). Comparing children in 3 age groups of 2-3, 3-4 and 4-5 year old, showed that subordinate and superordinate auditory comprehension of the former group is significantly lower (p<0.05) than the others . Intra-group comparisons revealed no significant difference between nouns, verbs and adjectives (p>0.05), while the difference between subordinate and superordinate auditory comprehension was significant in all age groups (p<0.05).
Conclusion: Auditory-verbal comprehension develop much faster at lower than older ages and there is no prominent difference between word linguistic classes including nouns, verbs and adjectives. Slower development of superordinate auditory comprehension implies semantic hierarchical evolution of words.