Early Childhood Stuttering III

1999 ◽  
Vol 42 (5) ◽  
pp. 1125-1135 ◽  
Author(s):  
Ruth V. Watkins ◽  
Ehud Yairi ◽  
Nicoline Grinager Ambrose

This investigation evaluated the expressive language abilities of 84 preschool-age children who stuttered, 62 who recovered from stuttering, and 22 who persisted in stuttering. The participants were identical to those identified in E. Yairi and N. G. Ambrose (1999) and E. Paden, E. Yairi, and N. G. Ambrose (1999). A range of lexical, morphological, and syntactic measures—calculated from spontaneous language samples of approximately 250–300 utterances in length collected relatively near stuttering onset—were used to examine the children's expressive language skills. For the purpose of analysis and comparison to normative data, children were grouped into three age intervals, in terms of the age at which they entered the study (2- to 3-year-olds, 3- to 4-year-olds, and 4- to 5-year-olds). Findings revealed similarity in the expressive language abilities of children whose stuttering persisted as opposed to abated at all age intervals. In addition, persistent and recovered stutterers displayed expressive language abilities near or above developmental expectations, based on comparison with normative data, at all age intervals. Children who entered the study at the youngest age level consistently demonstrated expressive language abilities well above normative expectations; this pattern was found for both persistent and recovered groups. These findings provide relatively limited information to assist in the early differentiation of persistence in or recovery from stuttering, but they do shed light on theoretical issues regarding the nature and character of early stuttering and potential associations with language learning.

2015 ◽  
Vol 86 (6) ◽  
pp. 1984-1998 ◽  
Author(s):  
Jamie O. Edgin ◽  
Ursula Tooley ◽  
Bianca Demara ◽  
Casandra Nyhuis ◽  
Payal Anand ◽  
...  

1990 ◽  
Vol 55 (2) ◽  
pp. 300-309 ◽  
Author(s):  
Sallie A. Kleppe ◽  
Kerri Misaki Katayama ◽  
Kenneth G. Shipley ◽  
David R. Foushee

Prader-Willi syndrome was initially identified in 1956. Since then, a majority of the literature pertaining to Prader-Willi has focused on the medical and genetic aspects of the syndrome. There has been limited information available regarding the speech and language abilities of children with Prader-Willi. This study investigated the communicative development of 18 children with the syndrome, ranging in age from 8:8 to 17:1. A number of evaluative procedures were used to evaluate the subjects' spontaneous speech, articulation, and receptive and expressive language abilities, as well as their voice, fluency, oral mechanisms, hearing, and their developmental histories. A variety of communicative deficiencies were found in the children's speech, language, voice, and fluency.


1994 ◽  
Vol 3 (4) ◽  
pp. 346-354 ◽  
Author(s):  
Marguerite E. Malakoff ◽  
Linda C. Mayes ◽  
Richard S. Schottenfeld

2014 ◽  
Vol 41 (Spring) ◽  
pp. 110-119 ◽  
Author(s):  
Ryan A. Millager ◽  
Edward G. Conture ◽  
Tedra A. Walden ◽  
Ellen M. Kelly

1994 ◽  
Vol 3 (4) ◽  
pp. 346-354 ◽  
Author(s):  
Marguerite E. Malakoff ◽  
Linda C. Mayes ◽  
Richard S. Schottenfeld

2019 ◽  
Vol 47 (3) ◽  
pp. 633-654
Author(s):  
Amber MUHINYI ◽  
Anne HESKETH ◽  
Andrew J. STEWART ◽  
Caroline F. ROWLAND

AbstractThis study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother–child dyads (3;00–4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers’ developing language abilities.


2021 ◽  
pp. 79-84
Author(s):  
Windiarti Dwi Purnaningrum ◽  
Muryanti Muryanti

Background: Vocabulary is an important component of language aspect in children. Vocabulary mastery is a good predictor to see the language ability of children in further age. Speaking using more than one language gives children a broader experience to access language learning. This research was conducted to see the difference of vocabularies in Javanese and Indonesian languages. Methods: The research was conducted using cross-sectional design. Data collection was conducted by distributing questionnaire to parents. The sample design used was total sampling. Data collection was conducted on April-September 2019. Results: The result of analysis using Mann Whitney test shows that there is a difference of vocabularies between Javanese and Indonesian languages. Variance test shows that Javanese vocabularies are higher in quantity than Indonesian vocabularies. Conclusion: There is a difference of vocabularies between Indonesian and Javanese. The use of dominant language in daily life putatively contributes to the findings of research. Broader exploration should be conducted to see the comparison between first and second languages.


1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.


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