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

Area of Science:

• Speech-language pathology
• Developmental psychology
• Linguistics

Background:

• Preschool children who stutter (CWS) often stutter on function words.
• Phonological errors in children who stutter (CWS) may relate to content words.
• The relationship between word class and repetition type in preschool stuttering is not well understood.

Purpose of the Study:

• To examine repetitions in monosyllabic words in preschool CWS.
• To determine if repetition type varies by word class in CWS and children who do not stutter (CWNS).

Main Methods:

• 13 preschool CWS and 15 preschool CWNS produced narratives.
• Transcribed narratives were coded for part-word repetitions (PWR) and whole-word repetitions (WWR) on monosyllabic words.
• Repetitions were categorized by word class: function vs. content words.

Main Results:

• Both CWS and CWNS were more likely to produce PWR on content words.
• No significant difference was found between CWS and CWNS in producing PWR on content words.
• CWS showed a significantly greater tendency to produce repetitions on function words compared to CWNS.

Conclusions:

• Repetitions of monosyllabic words in young children may not solely stem from phonological errors.
• Findings suggest an incremental planning of speech perspective may better explain stuttering repetitions.
• Further research is needed to explore the role of speech planning in early stuttering.