The kid's speech: The effect of stuttering on human capital acquisition

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. A number of studies have shown that childhood speech impairments such as stuttering are associated with lower test scores and educational attainment. However, it is unclear whether this result is causal in nature or whether it can be explained by difficult-to-measure heterogeneity at the community, family, or individual level. Using data from the National Longitudinal Study of Adolescent Health and ordinary least squares, we show that stuttering is negatively associated with high school grades, the probability of high school graduation, and the probability of college attendance. However, empirical specifications with family fixed effects or controls for learning disabilities such as Attention Deficit Hyperactivity Disorder suggest that these associations can, in large part, be explained by difficult-to-measure heterogeneity. JEL Classification:I1, I2

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

“…Conversely, lower socioemotional competence in preschool is linked to higher internalizing (e.g., depressed mood, anxiety, social withdrawal) and externalizing (e.g., aggression, hyperactivity) symptoms in adolescence [ 225 ]. It is worth noting that these same challenges in social, academic and mental health are reported in those who stutter [ 226 – 228 ], and multifactorial models of stuttering cite emotion as a factor in the emergence and chronicity of stuttering [ 229 , 230 ]. However, the cross-sectional design of the current study does not allow for the examination of EF changes and related socioemotional competence over time in CWS.…”

Stuttering and Labor Market Outcomes in the United States

“…R. Butler, Peckham, & Sheridan, 1973) and indirect (McAllister et al, 2012) evidence indicates that PWS are more likely to come from families with lower socioeconomic statuses or less parental education, but results from other studies indicate that this may not be the case (Keating, Turrell, & Ozanne, 2001;McKinnon, McLeod, & Reilly, 2007;Richels, Johnson, Walden, & Conture, 2013). The relationship between stuttering and educational attainment is also unclear, with some studies indicating that there is little to no difference in educational outcomes between PWS and PWNS (McAllister et al, 2012;Rees & Sabia, 2014) and one study indicating that educational attainment decreases as stuttering severity increases (O'Brian, Jones, Packman, Menzies, & Onslow, 2011).…”

Efeitos da exposição aos fatores de risco comportamentais à saúde sobre o atraso escolar no Brasil

“…Os trabalhos apontam os efeitos do status nutricional, mensurado por indicadores antropométricos (Jamison, 1986;Moock & Leslie, 1986;Glewwe & Jacoby, 1995;GomesNeto et al, 1997;Crosnoe & Muller, 2004;D. C. Machado, 2008;Kaestner & Grossman, 2009), de fatores comportamentais (Pirie, Murray & Luepker, 1988;Ellickson, Tucker & Klein, 2001;Sigfusdottir, Kristjansson & Allegrante, 2007;Ding, Lehrer, Rosenquist & Audrain-McGovern, 2009;Kristjansson, Sigfusdottir & Allegrante, 2010;Carrell et al, 2011;Ponzo, 2013;Lindo et al, 2013) e outras medidas de saúde (Eide, Showalter & Goldhaber, 2010;Rees & Sabia, 2011;Rees & Sabia, 2014) sobre o nível de proficiência, atraso escolar, conclusão dos estudos e outros indicadores educacionais.…”

“…Os modelos empíricos na área da economia da saúde, como Cutler & Glaeser (2005), Park & Kang (2008), Cutler & Lleras-Muney (2010), Rees & Sabia (2011), Jurges et al (2011 e Rees & Sabia (2014), mostram que a decisão do indivíduo por hábitos não saudáveis é influenciada, especialmente, pelo background familiar e atributos individuais e situacionais.…”