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The Function of Repeating: The Relation Between Word class and Repetition Type in Developmental Stuttering
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3 2016
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Source: Int J Lang Commun Disord. 51(2):128-136
[PDF-361.41 KB]
Details:
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Alternative Title:Int J Lang Commun Disord
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Description:Purpose
The purpose of the present study was to investigate repetitions associated with monosyllabic words in preschool-age children who stutter (CWS). Specifically, it was hypothesized that repetition type should vary according to word class in preschool-age CWS and children who do not stutter (CWNS).
Method
Thirteen preschool-age CWS and 15 preschool-age CWNS produced age-appropriate narratives, which were transcribed and coded for part-word repetitions (PWR) and whole-word repetitions (WWR) occurring on monosyllabic words. Each repetition type location was also coded for word class (i.e., function vs. content).
Results
Results indicated that although CWS and CWNS were significantly more likely to produce PWR on content words, this tendency did not differ between the two talker groups. Further, CWS and CWNS did not differ in their tendencies to produce PWR versus WWR overall, but the tendency to produce repetitions on function words was significantly greater for CWS versus CWNS.
Conclusion
Findings are taken to suggest that repetitions of monosyllabic words in young children are not easily explained from the perspective of phonological errors, but may instead be considered from an incremental planning of speech perspective.
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Pubmed ID:26205205
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Pubmed Central ID:PMC4724559
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Volume:51
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Issue:2
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