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Background and Aim: Children with speech and language disorders have a reduced diadochokinesis rates.. The purpose of this study was to compare the oral diadochokinesis with rate of speech and reading in normal students.
Materials and Methods: One hundred of fifth grade female students were participated in this descriptive - comparative study. All subjects were native speakers of persion who passed an informal screening test of articulation and speech. None of subjects had a history of speech, hearing, behavioral and neurological disorders. The subjects were asked to read a text of their book, tell a story and perform some oral diadochokinesis tasks (flecher`s criterion).The time was measured by Cool Edit. Descriptive statistics and compared t-test were used for analysis .
Results : the syllable / tâ /had the highest rate of diadochokinesis , while the syllables /pa/ and / kâ/ were in the next orders ( 3.96,4.01, 4.52).The rate of reading was higher than the rate of talking. There was a significant relationship between the reading rate and diadochokinesis in / kâ / (P=0.02) and / pâtâkâ / (P=0.02)
Conclusion: the results indicate that there is no relation between the rate of speech and diadochokinesis but there is a significant relation between Reading rate and diadochokinesis in some tasks..

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Background and Aim: In order to compare word definition skill between bilingual and monolingual SLI (specific language impairment), we can investigate characteristics of these children and limited processing capacity (LPC) hypothesis about SLI.

Materials and Methods: Six (7-8 years old) bilingual (Azeri- Persian) children with specific language impairment were evaluated about their word definition and then compared with 12 normal children. Impaired children were diagnosed as exhibiting a significant delay (more than one year) in language that cannot be explained by intelligence deficits, hearing loss or visual impairment. We used specific language impairment and language development tests for diagnosis and Man Whitney and Wilcox tests for analyzing data.

Result:  There is no meaningful difference between bilingual and monolingual children with SLI (p=0.394) (p=0.394).There is meaningful difference in structural aspect of definition skills (p=0.02) between Persian and Azeri language of bilingual children but in content aspect there is not significant difference (p=0.17).

Conclusion:  Findings showed that there is no meaningful difference in comparison between Bilingual and monolingual children with SLI. Therefore, LPC hypothesis about SLI is rejected.

 Keyword: Specific language impairment, Bilingualism, Monolingual, Word definition skill.