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: Hearing impairment affects all aspect of individual life, specially language and communication skills. When hearing impairment is congenital or occurs early in life, the child's ability to learn optimally through audition, will be affected. The aim of this study was to evaluate linguistic skills of preschool hearing impaired children and compare these skills with normal peers.

Methods: This descriptive cross-sectional study was performed on 38 preschool hearing impaired children that the main handicap was severe to profound hearing loss with ability to communicate orally and 28 normal children with the same cultural and social context. Twenty four non linguistic variables including age, gender, the age of entrance of preschool center, number of hearing aids, etc. were obtained by filling a questionnaire and fifteen linguistics variables including number of utterance, morphemes, correct utterance, noun phrase, ambiguous utterance, correct sentences, compound sentences, etc. were collected by some part of TOLD-P-3 test and three complementary questions. Then we compared the data from two groups.

Results: There were significant differences between number of utterance, number of correct mean length utterance, number of well-formed sentences in normal and hearing impaired group (p<0.000). There were no significant difference between unintelligible utterances, repetitive utterances and bad-formed sentences between two groups(p>0.05).

Conclusion: This study showed a severe deficit in linguistic skills in preschool hearing impaired children.

Background and Aim: Specific language impairment (SLI) is one of the most prevalent developmental language disorders which is less considered in Persian researches. The aim of this study was to investigate the differences in some morpho-syntactic features of speech and other language skills between Persian children with specific language impairment and their normal age-matched peers. Moreover, the usefulness of the test of language development-3 (TOLD-3), Persian version, as a tool in identifing Persian-speaking children with this impairment, was investigated.
Methods: In a case-control study, the results of the test of language development and speech samples analysis of 13 Persian-speaking children (5 to 7 years old) with specific language impairment were compared with 13 age-matched normal children.
Results: The results of this study showed that there were significant differences between the scores of specific language impairment group and control group in all measured aspects of the TOLD-3 (p<0.001) the children with specific language impairment had a shorter mean length of utterance (p<0.001) and made less use of functional words in their speech (p=0.002) compared with their peers.
Conclusion: Such as specific language impairment children in other languages, all language abilities of Persian-speaking children with specific language impairment are less than expected stage for their age. Furthermore, the Persian version of TOLD-3 is a useful assessment instrument in identifying children with specific language impairment which is comparable to the

Background: Children usually produce their first words when they are 10-15 months old and go through simple to complex speech by passing some stages. One of the criteria for examining development of children's language is mean length of utterance (MLU). The main purpose of this study was calculating mean length of utterance and grammatical morphemes used by Farsi-speaking children during their 12-60^th months of life.
Case: It was a longitudinal descriptive study. Every month during children's 12 to 60^th months of life, 120-minute spontaneous speech samples of two children in kindergarten were videotaped and transcribed. The girl said her first word at the age of 12, and the boy said his first word at the age of 16 months. Combining words and constructing two-word utterances started at 18 and 20^th months of the girl's and the boy's lives respectively. First grammatical morpheme appeared before the 24^th month of children's lives and when mean length of utterance was lower than 2 morphemes. Singular verb suffixes were acquired sooner than the plural ones. Both children started using six subject identifiers of Farsi language before 36^th month of their lives.
Conclusion: The speech development in Farsi-speaking children follows the same pattern as other children, starting from one-word utterances and complicates gradually by increasing the number of words, word combinations and using grammatical morphemes. The important point is that Farsi-speaking children started to use grammatical morphemes when their mean length of utterance was lower than two morphemes.

Background and Aim: Due to limitation of standardized tests for Persian-speakers with language disorders, spontaneous language sampling collection is an important part of assessment of language protocol. Therefore, selection of a language sampling method, which will provide information of linguistic competence in a short time, is important. Therefore, in this study, we compared the language samples elicited with picture description and storytelling methods in order to determine the effectiveness of the two methods.
Methods: In this study 30 first-grade elementary school girls were selected with simple sampling. To investigate picture description method, we used two illustrated stories with four pictures. Language samples were collected through storytelling by telling a famous children&aposs story. To determine the effectiveness of these two methods the two indices of duration of sampling and mean length of utterance (MLU) were compared.
Results: There was no significant difference between MLU in description and storytelling methods (p>0.05). However, duration of sampling was shorter in the picture description method than the story telling method (p<0.05).
Conclusion: Findings show that, the two methods of picture description and storytelling have the same potential in language sampling. Since, picture description method can provide language samples with the same complexity in a shorter time than storytelling, it can be used as a beneficial method for clinical purposes.