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Phonological memory in young children who stutter
Kristin M Pelczarski1, J Scott Yaruss2
1Department of Communication Sciences and Disorders, Kansas State University, 237 Campus Creek Complex, Manhattan, KS 66503, USA.
Journal of Communication Disorders
|June 10, 2016
Summary
Young children who stutter show differences in phonological memory. Specifically, they performed worse on nonword repetition tasks compared to typically fluent peers, suggesting potential sub-clinical challenges in this area.
Area of Science:
- Speech and Language Pathology
- Developmental Psychology
- Neuroscience
Background:
- Phonological memory is crucial for language acquisition.
- Children who stutter (CWS) may exhibit subtle linguistic differences.
- Understanding these differences can inform early intervention strategies.
Purpose of the Study:
- To investigate phonological memory abilities in preschool-aged children who stutter (CWS).
- To compare CWS with typically fluent children (TFC) on nonword repetition and digit span tasks.
- To explore the relationship between phonological memory and broader language skills in both groups.
Main Methods:
- Matched groups of 11 CWS and 11 TFC (aged 5-6 years) participated.
- Participants completed norm-referenced nonword repetition and digit span tasks.
- Vocabulary and articulation were assessed using standardized tests; groups were matched on these measures.
Main Results:
- CWS performed significantly worse on the nonword repetition task than TFC.
- No significant differences were found between groups on the digit span task.
- TFC showed strong correlations between phonological memory and language measures; CWS did not.
Conclusions:
- Young children who stutter may have sub-clinical deficits in nonword repetition, a key aspect of phonological memory.
- These findings suggest potential underlying differences in phonological processing for CWS.
- Further research is needed to understand the implications for language development and intervention in CWS.
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