Background and Aim: Valid identification, prevention, and treatment of language disorders have a high priority for the clinicians. Story retelling is a method for studying language development which is faster than other procedures in implementing and analyzing, and has a reliable scoring system. The aim of this project is to construct story retelling test for assessing language structure in 6-7 year old, Persian children.
Methods: An appropriate story for 6-7 year old children was written by the help of a speech pathologist, a linguist, and a novelist. The validity of the constructed story was checked by 14 experts. Then related pictures were design and their validity was examined. The test was conducted on 72 children (36 girls, 36 boys) of 6-7 years. The reliability was administered with a test-retest design with a two week interval. The reliability of the scoring system was evaluated with inter-rater method.
Results: Content validity index for this test was 89%, interclass correlation was 83%, and standard error of measurement was 2.76. The interclass correlation for scoring system was 93% and Pearson&aposs correlation was 90%. Correlation of the test-retest scores was statistically significant (p<0.01).
Conclusion: This story retelling test has appropriate validity and reliability. It is suitable for quick assessment of language structure in 6-7 year old, Persian children.

Background and Aim: Pragmatics refers to speech interactions and the social aspect of communication in language contexts. Due to the crucial role of hearing in language skill development, hearing-impaired children have problems with all aspects of language, including pragmatics. These skills are crucial in children's daily life. There is a lack of Persian studies on hearing-impaired children. Therefore, the purpose of the present study is to describe some pragmatic skills of hearing and hearing-impaired children.
Methods: This descriptive case study was conducted on five hearing-impaired and two normal-hearing 6 year old children. Their pragmatic language skills were studied by the Persian story retelling test. in a quiet room. The children's re-told story was recorded, analyzed, and scored.
Results: There was no difference between the scores of hearing and severe hearing-impaired children. However, children with severe hearing loss and cochlear implant, and hearing children were different in maintaining the subject and sequence of events. Children with profound hearing loss and hearing aid, and hearing children had a significant difference in all aspects except main information. All subjects used conjunctions correctly.
Conclusion: The pragmatic skills of hearing-impaired children are weaker than hearing children. There are also differences between hearing-impaired children's abilities. This difference in pragmatic skills shows the difference in amount of hearing loss, kind of assistive device, effective use of remaining hearing, onset and quality of aural rehabilitation program, and other factors. Therefore, a research with a greater sample size is necessary to explain these differences.