Temporal relations within repetitions of preschool children near the onset of stuttering: A preliminary report

Disfluency data of German preschool children who stutter and comparison children

“…CWS repeat these disfluencies more often than CWNS-a finding previously observed by Yairi and Hall (1993) and by Ambrose and Yairi (1999). The latter also showed that pause durations between iterations of one-syllable words are shorter in CWS than in CWNS (consistent with findings of Niermann Throneburg & Yairi, 1994; .…”

The Formative Years of Stuttering: A Changing Portrait

“…To answer, it was necessary to know whether the duration of each of the iterations in, for example, "on-on-on-on" and/or the three intervals between the four productions of "on" differ for the two groups of children. As reported by Yairi and Hall (1993) and Throneburg and Yairi (1994), the results showed that in children who stutter, such intervals between the repeated productions were only one half, or even one third, the duration of the intervals produced by normally fluent children. It means that the repetitions of children who stutter are much faster in tempo than normal.…”

Predictive factors of persistence and recovery: Pathways of childhood stuttering

“…These two studies reported that the length of the spoken portions of the disfluency was similar for normally--fluent and stuttering children. More important, Yairi and Hall (1993) reported a tendency toward, and reported significant group differences in, the length of the pause between the spoken units of disfluencies. The silent interval for the stuttering children was approximately 500Jo shorter than that for the normally--fluent children and differentiated the two groups with approximately 80% chance of accuracy.…”

“…Secondary physical characteristics do not, therefore, appear to contribute to predictability of persistent stuttering. Durational Characteristics A recent series of studies by Yairi and Hall (1993), and reported differences between preschoolers who were beginning to stutter and normally--fluent children in the duration of repetitive units of part--words and monosyllabic words. For example, if the child repeated "that that," the length of the first and the second production of the word was measured as well as the silent pause between.…”