LANGUAGE ABILITIES OF CHILDREN WHO STUTTER: A PRELIMINARY STUDY

The purpose of this study was to examine differences between children who do (CWS) and children who do not stutter (CWNS) on standardized tests of receptive/expressive language and receptive vocabulary. Subjects were 16 boys and 4 girls who stutter (mean age = 46.80 months) and 16 boys and 4 girls who do not stutter (mean age = 47.55 months). Each child was audio recorded during a loosely structured, 30-minute conversation with an adult. This conversational interaction was subsequently assessed to provide information pertinent to the child's frequency and type of speech disfluency. After completion of the adult-child conversational interaction, each child was administered and responded to standardized tests of syntactic, semantic, and phonological abilities and development. Results indicated that the difference between measures of receptive/expressive language and receptive vocabulary is significantly greater for CWS than CWNS; however, this difference between receptive/expressive language and receptive vocabulary scores was not significantly correlated with the overall stuttering frequency of CWS. Findings were taken to suggest that the semantic development of CWS may lag behind their syntactic development, a possible imbalance among components of the speech-language systems of CWS that may contribute to the difficulties they have establishing normal speech fluency. Research supported by an NIH grant (DC00523) to Vanderbilt University.