Effects of Length, Complexity, and Grammatical Correctness on Stuttering in Spanish-Speaking Preschool Children

Watson, J. P.; Byrd, Courtney T.; Carlo, Edna J.

doi:10.1044/1058-0360(2011/10-0019)

Cited by 20 publications

(20 citation statements)

References 65 publications

(87 reference statements)

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“…By comparison, in English, the speaker needs to be concerned only about definiteness (i.e., "a" vs. "the"). Thus, the production of more speech disfluencies in Spanish than in English may be related to the fact that Spanish has more grammatical and syntactic restrictions Watson, Byrd, & Carlo, 2011).…”

Section: Influence Of Language Producedmentioning

confidence: 99%

The Disfluent Speech of Bilingual Spanish–English Children: Considerations for Differential Diagnosis of Stuttering

Byrd

Bedore

Ramos

2015

LSHSS

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Purpose: The primary purpose of this study was to describe the frequency and types of speech disfluencies that are produced by bilingual Spanish-English (SE) speaking children who do not stutter. The secondary purpose was to determine whether their disfluent speech is mediated by language dominance and/or language produced. Method: Spanish and English narratives (a retell and a tell in each language) were elicited and analyzed relative to the frequency and types of speech disfluencies produced. These data were compared with the monolingual English-speaking guidelines for differential diagnosis of stuttering.Results: The mean frequency of stuttering-like speech behaviors in the bilingual SE participants ranged from 3% to 22%, exceeding the monolingual English standard of 3 per 100 words. There was no significant frequency difference in stuttering-like or non-stuttering-like speech disfluency produced relative to the child's language dominance. There was a significant difference relative to the language the child was speaking; all children produced significantly more stutteringlike speech disfluencies in Spanish than in English. Conclusion: Results demonstrate that the disfluent speech of bilingual SE children should be carefully considered relative to the complex nature of bilingualism.

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Section: Influence Of Language Producedmentioning

confidence: 99%

The Disfluent Speech of Bilingual Spanish–English Children: Considerations for Differential Diagnosis of Stuttering

Byrd

Bedore

Ramos

2015

LSHSS

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“…We selected syllables as opposed to words given the morphosyntactic structure of Spanish (Watson et al, 2011). The trained bilingual research assistant counted syllables for each sample in English and Spanish by hand following the guidelines used by Watson et al (2011).…”

Section: Syllablesmentioning

confidence: 99%

“…If after consulting the first author the output could not be definitively understood the utterance was marked as unintelligible. Similar to Watson et al (2011), syllables were then coded for type and number of disfluencies.…”

Section: Syllablesmentioning

confidence: 99%

“…Researchers have documented the presence of nonstuttering like disfluencies (revisions, interjections and multisyllabic word repetitions) and stuttering like disfluencies (single syllable word repetitions, sound repetitions and blocks) in monolingual Spanish-speaking children ranging in age from 2;0 to 5;5 years old (Carlo & Watson, 2003;Watson & Anderson, 2001;Watson, Byrd, & Carlo, 2011). However, the cross language application of disfluency guidelines must be limited to monolinguals as the bilingual speaker's language knowledge differs significantly from the language knowledge of a monolingual speaker.…”

Section: Introductionmentioning

confidence: 98%

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The disfluent speech of a Spanish–English bilingual child who stutters

Taliancich-Klinger

Byrd

Bedore

2013

Clinical Linguistics & Phonetics

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This study provides a detailed description of the disfluent speech behaviours produced by a 6;1-year-old bilingual Spanish-English speaking female with confirmed stuttering. Eight language samples across different contexts (narratives and conversations) with the clinician in English and Spanish and the parent in Spanish were analysed. Language samples were transcribed in the Systematic Analysis of Language Transcripts programme and coded for types of disfluencies based on guidelines for monolingual English speakers. Similarities and differences were noted in speech disfluencies produced in English as compared Spanish. Overall, the participant was more disfluent in English across both her narrative and her conversational output. However, she produced more stuttering-like disfluencies in her Spanish narrative sample than her English narrative sample. Conversely, she produced more nonstuttering-like disfluencies in her English than her Spanish narrative sample. These findings suggest stuttering specific as well as language specific contributors to the fluency breakdowns that characterize the speech output of a bilingual Spanish English child who stutters.

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“…The need to examine growth, rather than skills at onset, is underscored by the fact that children's lexical and syntactic skills are rapidly developing during the time that stuttering has its typical onset, between 2;6 and 3;6 years;months (Bloodstein, 2006). Historically, numerous studies have noted that stuttering is exacerbated during the production of syntactically demanding utterances (e.g., Bauerly & Gottwald, 2009;Bernstein Ratner, 1998;Gaines, Runyan, & Meyers, 1991;Watson, Byrd, & Carlo, 2011). Kinematic studies of the effects of syntactic complexity on fluent speech movement variability have reported that young CWS often cannot even comply with experimental tasks to fluently produce enough trials of longer, more complex utterances (MacPherson & Smith, 2013).…”

Section: Language Growth As a Predictor Of Recovery Statusmentioning

confidence: 99%

Preliminary Evidence That Growth in Productive Language Differentiates Childhood Stuttering Persistence and Recovery

Leech

Ratner

Brown

et al. 2017

J Speech Lang Hear Res

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Purpose: Childhood stuttering is common but is often outgrown. Children whose stuttering persists experience significant life impacts, calling for a better understanding of what factors may underlie eventual recovery. In previous research, language ability has been shown to differentiate children who stutter (CWS) from children who do not stutter, yet there is an active debate in the field regarding what, if any, language measures may mark eventual recovery versus persistence. In this study, we examined whether growth in productive language performance may better predict the probability of recovery compared to static profiles taken from a single time point. Method: Productive syntax and vocabulary diversity growth rates were calculated for 50 CWS using random coefficient models. Logistic regression models were then used to determine whether growth rates uniquely predict likelihood of recovery, as well as if these rates were predictive over and above currently identified correlates of stuttering onset and recovery. Results: Different linguistic profiles emerged between children who went on to recover versus those who persisted. Children who had steeper productive syntactic growth, but not vocabulary diversity growth, were more likely to recover by study end. Moreover, this effect held after controlling for initial language ability at study onset as well as demographic covariates. Conclusions: Results are discussed in terms of how growth estimates can be incorporated in recommendations for fostering productive language skills among CWS. The need for additional research on language in early stuttering and recovery is suggested.

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Effects of Length, Complexity, and Grammatical Correctness on Stuttering in Spanish-Speaking Preschool Children

Cited by 20 publications

References 65 publications

The Disfluent Speech of Bilingual Spanish–English Children: Considerations for Differential Diagnosis of Stuttering

The Disfluent Speech of Bilingual Spanish–English Children: Considerations for Differential Diagnosis of Stuttering

The disfluent speech of a Spanish–English bilingual child who stutters

Preliminary Evidence That Growth in Productive Language Differentiates Childhood Stuttering Persistence and Recovery

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