Performance on phonological and grammatical awareness metalinguistic tasks by children who stutter and their fluent peers

Bajaj, Amit; Hodson, Barbara Williams; Schommer‐Aikins, Marlene

doi:10.1016/j.jfludis.2004.01.001

Cited by 21 publications

(20 citation statements)

References 56 publications

(65 reference statements)

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“…Such study would assist in determining if what is observed at the level of production is a reflection of presumed processing differences. Bajaj, Hodson, and Schommer-Aikins (2004) recently investigated the ability of English-speaking children who did and did not stutter to identify whether a sentence was grammatically incorrect or correct. Results indicated that the children who did not stutter were significantly better able to identify the syntactic accuracy of sentences than children who stuttered, suggesting that English-speaking children who stutter may present with reduced metalinguistic awareness skills.…”

Section: Additional Considerationsmentioning

confidence: 99%

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

Watson

Byrd

Carlo

2011

Am J Speech Lang Pathol

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Purpose: To explore the effects of utterance length, syntactic complexity, and grammatical correctness on stuttering in the spontaneous speech of young, monolingual Spanishspeaking children. Method: Spontaneous speech samples of 11 monolingual Spanish-speaking children who stuttered, ages 35 to 70 months, were examined. Mean number of syllables, total number of clauses, utterance complexity (i.e., containing no clauses, simple clauses, or subordinate and /or conjoined clauses), and grammatical correctness (i.e., the presence or absence of morphological and syntactical errors) in stuttered and fluent utterances were compared. Results: Findings revealed that stuttered utterances in Spanish tended to be longer and more often grammatically incorrect, and contain more clauses, including more subordinate and /or conjoined clauses. However, when controlling for the interrelatedness of syllable number and clause number and complexity, only utterance length and grammatical incorrectness were significant predictors of stuttering in the spontaneous speech of these Spanish-speaking children. Use of complex utterances did not appear to contribute to the prediction of stuttering when controlling for utterance length. Conclusions:Results from the present study were consistent with many earlier reports of English-speaking children. Both length and grammatical factors appear to affect stuttering in Spanish-speaking children. Grammatical errors, however, served as the greatest predictor of stuttering.

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Section: Additional Considerationsmentioning

confidence: 99%

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

Watson

Byrd

Carlo

2011

Am J Speech Lang Pathol

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“…During that time, based on developmental expectations, children's morphosyntactic skills and vocabulary should develop dramatically (e.g., see Miller, 1981;Templin, 1957). Indeed, although in some cases, subtle language weaknesses or differences have been observed in lexical tasks and analyses (e.g., Anderson, 2008;Silverman & Bernstein Ratner, 2002; and measures of syntax (e.g., Anderson & Conture, 2004;Bajaj, Hodson, & Schommer-Aikins, 2004;Logan & LaSalle, 1999; see Bloodstein & Bernstein Ratner, 2008, for a discussion), the language development of CWS progresses much like that of typically fluent children.…”

Section: Introductionmentioning

confidence: 99%

Speech disruptions in relation to language growth in children who stutter: An exploratory study

Wagovich

Hall

Clifford

2009

Journal of Fluency Disorders

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“…Bajaj, Hodson, and Schommer-Aikins [31] conducted a study to examine the performance of 23 children who stutter and 23 children who do not stutter on three metalinguistic tasks including two phonological awareness assessment tasks and one modified grammar judgment. The results of their study showed that there was a significant difference between the students who do not stutter and those who stutter on the modified grammar judgments tasks in which the children who do not stutter outperformed those who do.…”

Section: Experimental Studiesmentioning

confidence: 99%

An Investigation into the Difference in Word Class and the Function of Repetition in Stuttering Persian Speaking Children

Mehrpour¹,

Meihami²

2017

J Phonet and Audiol

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Various studies have explored developmental stuttering in children. However, not many investigations have been conducted to examine repetition types produced by these children. That said, the purpose of this study was to examine repetition types produced by the children who stutter and those who do not, observing for differences in word classes, including content and function words. To that end, six children who stutter and eight children who do not participated in this study. The participants were Iranian and they were monolingual Persian speakers. The language productions of these children were recorded. A situation has been created for them in which they produced natural data. The results of the study indicated that both groups of children produced more number of partword repetition than whole-word repetition. Moreover, the results indicated that there was a statistically significant difference between the two groups with regard to the repetition types of different word classes. The findings also revealed that children who stutter produced significantly more part-word repetition in both content and function words. This was also observed for the content words produced by the children who do not stutter. However, no significant difference was observed in the repetition types of function words in the production of the children who do not stutter. The study has proposed some arguments for the obtained results.

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Performance on phonological and grammatical awareness metalinguistic tasks by children who stutter and their fluent peers

Cited by 21 publications

References 56 publications

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

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

Speech disruptions in relation to language growth in children who stutter: An exploratory study

An Investigation into the Difference in Word Class and the Function of Repetition in Stuttering Persian Speaking Children

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