Influences of rate, length, and complexity on speech disfluency in a single-speech sample in preschool children who stutter

Sawyer, Jean; Chon, HeeCheong; Ambrose, Nicoline Grinager

doi:10.1016/j.jfludis.2008.06.003

Cited by 54 publications

(51 citation statements)

References 56 publications

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“…As has been theorized by Starkweather, Gottwald, and Halfond (1990) and demonstrated in English-speaking children who stuttered (e.g., Bauerly & Gottwald, 2009;Sawyer et al, 2008), an imbalance between linguistic and /or motor planning abilities and the related external or internal demands may significantly affect the fluency of the related output. Smith and colleagues (e.g., Smith, Sadagopan, Walsh, & Weber-Fox, 2010) have reported that persons who stutter demonstrate greater spatiotemporal variability in the motor movements they make during speech associated with long, linguistically complex utterances than they do when producing short, relatively linguistically simple utterances, a finding that fits with the data from our present study and also the "demands versus capacity" frameworks that others have discussed.…”

Section: Utterance Lengthmentioning

confidence: 81%

“…Results of these investigations suggest that for young English speakers, increased syntactic complexity and, in some cases, utterance length are associated with increased stuttering (e.g., Bernstein Ratner & Sih, 1987;Brundage & Bernstein Ratner, 1989;Gaines, Runyan, & Meyers, 1991;Kadi-Hanifi & Howell, 1992;Logan, 2003;Logan & Conture, 1995;Sawyer, Chon, & Ambrose, 2008;Weiss & Zebrowski, 1992;Yaruss, 1999;Yaruss, Newman, & Flora, 1999). Further, there is evidence in English that a mismatch between a child's overall linguistic proficiency and increased linguistic complexity may compromise fluency in preschool children who stutter as well as those who do not stutter (e.g., Bauerly & Gottwald, 2009;Zackheim & Conture, 2003).…”

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confidence: 99%

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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: Utterance Lengthmentioning

confidence: 81%

mentioning

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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“…Moreover, the speech rate could also impact the speech disfluencies produced. The impact of speech rate on disfluencies is unclear in children who stutter (Chon, Sawyer, & Ambrose, 2012;Sawyer, Chon, & Ambrose, 2008;Tumanova, Zebrowski, Throneburg, Kayikci, 2011). However, a previous study shows that an increase in speech rate is significantly correlated with an increase in speech disfluencies in children and adults who do not stutter (Oliveira, Broglio, Bernardes, & Capellini, 2013).…”

Section: Cross-language Differencesmentioning

confidence: 99%

Beyond stuttering: Speech disfluencies in normally fluent French-speaking children at age 4

Leclercq

Suaire

Moyse

2017

Clinical Linguistics & Phonetics

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The aim of this study is to establish normative data on the speech disfluencies of normally fluent French-speaking children at age four, an age at which stuttering has begun in 95% of children who stutter (Yairi & Ambrose, 2013). Fifty monolingual French-speaking children who do not stutter participated in the study. Analyses of a conversational speech sample comprising 250 to 550 words revealed an average of 10% total disfluencies, 2% stuttering-like disfluencies, and around 8% nonstuttered disfluencies. Possible explanations for these high speech disfluency frequencies are discussed, including explanations linked to French in particular. The results shed light on the importance of normative data specific to each language.

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“…In another study, Sawyer, Chon, and Ambrose [32] investigated the impacts of rates, length, and complexity on the problems of speech production in children who stutter. They examined the mentioned criteria of speech production of eight boys and six girls who stutter through the use of mean length utterance.…”

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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Influences of rate, length, and complexity on speech disfluency in a single-speech sample in preschool children who stutter

Cited by 54 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

Beyond stuttering: Speech disfluencies in normally fluent French-speaking children at age 4

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

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