The function of repeating: The relation between word class and repetition type in developmental stuttering

The authors investigated repetitions associated with monosyllabic words in preschool-age children who stutter (CWS). The authors hypothesized that repetition type should vary according to word class in preschool-age CWS and children who do not stutter (CWNS). The authors reported results indicated that although CWS and CWNS were significantly more likely to produce part-word repetitions (PWR) on content words, this tendency did not differ between the two talker group, and CWS and CWNS did not differ in their tendencies to produce PWR versus whole-word repetitions (WWR) overall, but the tendency to produce repetitions on function words was significantly greater for CWS versus CWNS. The authors suggested 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.

Buhr, Anthony P., Jones, Robin M., Conture, Edward G., and Kelly, Ellen M. (2015). The function of repeating: The relation between word class and repetition type in developmental stuttering. International Journal of Language & Communication Disorders. DOI: 10.1111/1460-6984.12189

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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