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Fluency and reading comprehension in students with and without stuttering.

Juliana Sandoval Pinto1, Luana Altran Picoloto1, Simone Aparecida Capellini2

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School-age children who stutter exhibit more disfluencies and lower reading comprehension compared to their fluent peers. However, disfluency frequency did not correlate with reading comprehension in either group.

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Area of Science:

  • Speech-language pathology
  • Developmental psychology
  • Educational psychology

Background:

  • Stuttering affects speech fluency in children.
  • Reading comprehension is crucial for academic success.
  • The relationship between stuttering, fluency, and reading comprehension requires further investigation.

Purpose of the Study:

  • To compare fluency parameters in spontaneous speech and reading between children who stutter and those who do not.
  • To evaluate and compare reading comprehension in these two groups.
  • To investigate the association between disfluency frequency and reading comprehension.

Main Methods:

  • A cross-sectional and prospective study involving 30 school-age children (8-11 years) divided into stuttering and non-stuttering groups.
  • Fluency evaluation of spontaneous speech and reading of expository and narrative texts.
  • Reading comprehension assessment using standardized methods and statistical analysis (Mann-Whitney, Spearman's Coefficient).

Main Results:

  • Children who stutter displayed more stuttering-like disfluencies and lower speech rate (words/syllables per minute).
  • Children who stutter performed significantly lower on reading comprehension tasks compared to non-stuttering children.
  • No significant association was found between the frequency of disfluencies and reading comprehension scores in either group.

Conclusions:

  • School-age children who stutter demonstrate reading comprehension deficits compared to their fluent peers.
  • The frequency of disfluencies does not appear to directly impact reading comprehension in school-age children.
  • Interventions targeting reading comprehension improvement are recommended for children who stutter to mitigate academic consequences.