Evaluating Teachers’ Opinions on Learning Difficulties of Stuttering Primary Students In Terms of Terms of First Literacy

Abstract

ObjectivesIn this study, researchers aimed to (1) investigate how stuttering affects the learning process of first reading and writing, and (2) reveal the problems encountered by children with stuttering during the first literacy process and (3) shed light on further research in this area. Material and methodsThe research is a descriptive study to determine the problems that students with stuttering have experienced in the process of learning first literacy skills. In this study, semi-structured interviewing methods were chosen from the types of interviews included in the qualitative research methods in order to evaluate the problems encountered by the stuttering students in the process of learning literacy skills in a more in-depth manner in terms of their opinions, and experiences. ResultsThe data obtained from semi-structured interviews and findings were obtained by analyzing by content analysis technique. During the interview, eight questions were asked to the participant. 58 Journal of Modern Science tom 3/42/2019 ConclusionsWhen the research findings are examined, it is seen that students with stuttering have some difficulties in reading, writing, and hearing voice and syllable, while there is not a significant difference between them in reading and writing skills of voice, syllable and words in the process of first reading and writing. Teacher's opinion revealed that stuttering students were particularly had more problems with the words or syllable starting with a strong consonant.

Evaluating Teachers’ Attitudes Toward Stuttering Using the Persian Version of the Teacher’s Attitudes Towards Stuttering Inventory

“…As a result, the maximum possible score in TATS-Persian, like the original version, is 144 and the minimum possible score is zero. Higher scores indicate a more favorable attitude of the teacher towards stuttering [1].…”

“…tuttering is one of the common speech disorders, which is characterized by the main features such as block, prolongation, and repetition of words or syllables and secondary features such as extra body movements or tightness within the face, hands, body, difficulty in rhythm, and mastery of speaking [1]. Research has shown that children with the stuttering disorder are greatly influenced by those around them, and this can affect their communication skills and progress in treatment [2].…”

Stuttering As a Disability in Pakistan; Policies and Its Implementation

“…1 Stammering is characterized by incoherent repetitions, pauses, inappropriate vowel production, unintended breaks, spasms, and emotional swings while speaking resulting in serious complications in communication. 2 There is no specific age for stammering. 3 It involves various genetic and environmental factors responsible for the occurrence of this specific disability.…”