Language and disfluency variables in normal speaking children from discrete chronological age groups

Haynes, William O.; Hood, Stephen B.

doi:10.1016/0094-730x(77)90010-9

Cited by 38 publications

(61 citation statements)

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“…Unlike the early studies, recent investigators obtained spontaneous language samples and tabulated the frequencies of repetitions as well as interjections, revision-incomplete phrases, disrhythmic phonations and tense pauses (DeJoy and Gregory, 1985;Haynes and Hood, 1977;Wexler and Mysak, 1982;Yairi and Clifton, 1972;Yairi, 1981). These investigators sampled the speech of children at discrete age levels to determine whether developmental trends exist in the speech of preschool children and to collect normative data.…”

Section: Parallel Talkmentioning

confidence: 99%

“…In more recent studies, Haynes and Hood (1977) obtained language samples during a structured interview and calculated the frequency of eight types of disf luencies of male and female children at the discrete age levels of four, six, and eight years. Revisions and incomplete phrases were tabulated as separate categories.…”

Section: Disf Luencies In Three-year-old Childrenmentioning

confidence: 99%

“…Some of the studies have been limited in the types of disfluencies identified and tabulated (Branscom et al, 1955;Davis, 1939;Floyd and Perkins, 1974;Johnson, 1959), the age levels of subjects (Egland, 1955) and the quality and availability of electronic recording equipment (Davis, 1939;Egland, 1955;Metraux, 1950). As a result, recent investigations have been focused toward the determination of norms for the frequency of disfluencies in normal young children (Haynes and Hood, 1977;Wexler and Mysak, 1982;Yairi, 1981).…”

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confidence: 99%

“…Interestingly, the studies of Haynes andHood (1977), Wexler (1982), and Wexler and Mysak (1982) words (see Table I). Another study by Egland (1955) also focused on the repetitions of five-year-old male and female children.…”

mentioning

confidence: 99%

“…3 Current investigators (DeJoy and Gregory, 1985;Haynes and Hood, 1977;Wexler and Mysak, 1982;Yairi, 1981;Yairi and Lewis, 1984) using the classification system, have focused their research on discrete age groups between the ages of two and six years. Most of the investigations, however, have concentrated on the specific ages of two, four, and six years.…”

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confidence: 99%

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Disfluencies in normal three-year-old and five-year-old male children

Christianson¹

2000

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Just as a speech-language pathologist uses knowledge of normal language development to make a diagnosis of language delay, normative data on fluency development can be used to make a differential diagnosis of normal disfluency from fluency disorders. Data at each discrete age level on normal disf luency is an important aspect in understanding the development of fluency.The purpose of this study was to compare the frequency of specific disf luencies in 3 year old and 5 year old normal 2 male children in terms of part-word repetitions, word repetitions, phrase repetitions, interjections, revisionincomplete phrases, disrhythmic phonations and tense pauses.The disfluencies were observed while each child spontaneously interacted with an investigator in a clinical room. Two questions were addressed:1. Do three-year-old male children exhibit a higher overall frequency of disfluencies than five-yearold male children? 2. Do three-year-old male children exhibit a greater frequency of certain disf luencies than five-yearold male children? Twenty normal preschool male children comprised the subjects of this study. All children were randomly selected from the greater Portland area and passed the selection criteria. The children were of two groups:10 three-yearold male children (x=36 months) and 10 five-year-old children (x=60 months). After spontaneous speech samples were obtained and recorded from each subject, the investigator transcribed the text verbatim and categorized seven types of disfluencies. The Mann-Whitney U Test (Siegel, 1956) was used to analyze the data. The results indicated that a statistically significant difference on the total disfluency did not exist between the two age groups.Results indicated that at the 0.05 level of confidence, a statistical significance did exist for interjections. Male children in the five-year-old age group evidenced a higher number of interjections than the three-year-old children.No other statistically significant differences were found.The results yielded the following conclusions: 3 1. The three-year-old children did not exhibit a higher overall frequency of disfluencies than the five-year-old children. Although no statistical difference was found, the data indicated that the five-year-old children exhibited a higher overall frequency than the three-year-old children.2. There was no statistically significant difference in the frequency of occurrence of part-word repetitions, word repetitions, and phrase repetitions exhibited by the two age groups of normal male children.3. There was no statistically significant difference in the frequency of occurrence of revisionincomplete phrases, tense pauses, and disrhythmic phonations.

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Section: Parallel Talkmentioning

confidence: 99%

Section: Disf Luencies In Three-year-old Childrenmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Disfluencies in normal three-year-old and five-year-old male children

Christianson¹

2000

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Language and Cognition

Raphael¹,

Raphael²,

Valdovinos³

1984

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A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher.A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. when we observe Arthur J. Bronstein performing as a dean or a chairman, we learn how to administer; when we see him functioning as a scholar, we learn how to go about our research and writing; when he instructs us, we learn how to teach. In short, Arthur continually teaches, sometimes directly, always by example, and, if we pay attention, we learn what we are better off for knowing. For this we offer our gratitude, our respect, and, of course, this book.

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Stuttering as an Expression of Inefficient Language Development

Eisenson

1984

Language and Cognition

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Language and disfluency variables in normal speaking children from discrete chronological age groups

Cited by 38 publications

References 14 publications

Disfluencies in normal three-year-old and five-year-old male children

Disfluencies in normal three-year-old and five-year-old male children

Language and Cognition

Stuttering as an Expression of Inefficient Language Development

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