Rate of Stuttering and Factors Associated with Speech Fluency Characteristics in Adult Struggling Readers

Autor/inn/en	Choo, Ai Leen; Greenberg, Daphne; Li, Hongli; Talwar, Amani
Titel	Rate of Stuttering and Factors Associated with Speech Fluency Characteristics in Adult Struggling Readers
Quelle	(2022), (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talwar, Amani) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stuttering; Incidence; Adults; Reading Difficulties; Speech Communication; Language Fluency; Reading Skills; Correlation; Speech Impairments; Adult Literacy; Individual Characteristics; Achievement Tests; Reading Tests; Phonological Awareness; At Risk Persons; Reading Fluency; Woodcock Johnson Tests of Achievement; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Stammer; Stottern; Vorkommen; Reading difficulty; Leseschwierigkeit; Language skill; Language skills; Sprachkompetenz; Reading skill; Lesefertigkeit; Korrelation; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Risikogruppe
Abstract	Stuttering is a disorder that affects about 1% of the population and manifests as speech disfluencies. Reading difficulties and disabilities are commonly found in this population. Nonetheless, speech disfluencies have not been explored in adult struggling readers (ASRs). In the current study, we examined the rate of stuttering in ASRs as well as the relationships between their speech fluency and reading skills. A total of 120 participants were interviewed about their experiences with reading and administered standardized reading and reading-related assessments. Speech fluency and the criterion for stuttering were based on the interview. About 18.3% of the sample met the criterion for stuttering. ASRs who stutter (ASRs-S) and ASRs who do not stutter (ASRs-NS) did not differ in their reading and reading-related skills. ASRs-S had higher rates of negative correlations between reading and reading-related skills compared with ASRs-NS. Correlation patterns between performance on standardized assessments point to higher rates of uneven skills or dissociations in ASRs-S. These findings may have implications for the assessment and instruction for ASRs. [This is the online first version of an article published in "Journal of Learning Disabilities."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01