| چکیده انگلیسی مقاله |
Abstract Introduction: The present study was carried out to standardize the grammar of the story in the narrative discourse of Persian speakers with communication disorders for clinical examination. Psycholinguistic approaches have already been used in Iran to evaluate some aspects of discourse among people with speech and language disorders. The Persian Narrative Discourse Test was developed based on Fredericksen's model and its validity and reliability were evaluated. This test is designed to quantify sentence complexity, coherence, and overall cohesion (referential, relational, and lexical cohesion, deletion, substitution). Since Fredriksen's model is also suggested to investigate the damage levels of narrative discourse in the processing stage of conceptual structures, the evaluation of story grammar is also proposed, the present study was conducted to include the evaluation scale of story grammar in the Persian version of the test. Methods: Using a Likert scale to evaluate the narrative, a five-level questionnaire was used to measure the clarity of the elements of the four parts of the narrative using Thorndike's hierarchical model: the scene is composed of time, place, and characters. The topic consists of the title of the narrative and the main incident. The plot consists of the efforts of the characters, the results of these efforts, and the resolution consisting of the characters' intentions, the result of the narrative. In the above questionnaire, six linguists and six speech and language pathologists were consulted to determine whether the proposed questions cover the observed behavioral domain (story grammar) and are simple and tangible for all examiners, and also whether the questionnaire has high content validity Index based on the opinion of experts. A second part of the research was conducted to determine the differential validity, examining story grammar as it relates to retelling stories and creating improvised narratives by two groups of elementary school students with and without hearing impairment in normal elementary schools. The reason for choosing the age of 6 to 12 years (primary school age) for this assessment is the evolution of the critical stages of narrative development at the end of five years of age so that children can organize integrated chains of events with a map and subsequent events and related endings. Thirty-six elementary students in regular schools were evaluated, including 18 students with hearing impairments (accessible sample) and 18 students without hearing impairments (random sample). All of the hearing-impaired students had completed oral or verbal auditory rehabilitation for more than two years before entering the normal school assessment, and none of them had any physical, mental, movement, or psychological problems. Newsha tests were done for hearing, language, and speech development including listening skills, language comprehension, expressive language, speech clarity, cognitive skills, social skills, and motor skills. To develop the desired skills in normal children, at least the low domain score was achieved. During the test, audiologists checked the hearing aids and cochlear implants of all children and verified that the device and its settings were correct. Children were homogeneous in terms of age, sex, socioeconomic level of schools, and parents' education, and an intragroup comparison of hearing aid users and cochlear implant users was made before the main assessment, and no significant differences were observed in any of the two tasks between the two subgroups. A general evaluation was done between two groups with and without hearing impairment. Data were collected by recording two oral narrative tasks, including telling a previously heard story and improvising a narrative. After transcribing, the data were entered into SPSS version 26 for statistical analysis. An internal evaluator and an external evaluator also evaluated the reliability of the test. Results: A significant difference was found between the average scores of hearing and hearing-impaired participants in narrative creation and story retelling, and in both cases, the hearing group scored significantly higher than the hearing-impaired group. We compared the scores separately to find out where this difference comes from, which can be seen in Table 1. Table1. Comparing the average scores of the hearing (n = 18) and hearing impaired (n = 18) groups by separating the parts of the story grammar Story grammar Mean Std. Deviation Std. Error Mean Difference Pooled StDev T-value df P-value Theme improvising a narrative Hearing Group 490/0 279/0 066/0 130/0 261/0 49/1 34 145/0 Hearing-impaired group 360/0 243/0 057/0 telling a previously heard story Hearing Group 537/0 291/0 069/0 147/0 232/0 9/1 34 066/0 Hearing-impaired group 390/0 151/0 036/0 Theme
|