Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Temperament Profiles and Their Association With Stuttering-Related Outcomes in a Clinical Cohort.

Journal of speech, language, and hearing research : JSLHR·2026
Same author

Translation and Cross-Cultural Adaptation of the Chronic Rhinosinusitis Control Test for Global Use.

International forum of allergy & rhinology·2026
Same author

Predicting the impact of stuttering in the school years.

Frontiers in psychology·2026
Same author

Attention Networks and Speech Disfluencies among Monolingual Dutch and Bilingual Dutch-Turkish Speaking Children: A Pilot Study.

Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)·2026
Same author

Attention, Executive Functions, and Speech Disfluencies in Stuttering and Nonstuttering Individuals: A Scoping Review.

Journal of speech, language, and hearing research : JSLHR·2026
Same author

Gender and home language effects on vocabulary skills among school children aged 9-15 in Finland.

Scientific reports·2025

Related Experiment Video

Updated: May 10, 2026

Examining Bilingual Language Control Using the Stroop Task
05:31

Examining Bilingual Language Control Using the Stroop Task

Published on: February 26, 2020

Is One Language Enough? Assessing Overt Stuttering Severity in Bilingual Children.

Selma Saad Merouwe1, Raymond Bertram2, Kurt Eggers3,4

  • 1Higher Institute of Speech-Language Pathology, Saint-Joseph University, Beirut, Lebanon, selma.saad.merouwe@gmail.com.

Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP)
|May 8, 2026
PubMed
Summary

For bilingual children who stutter, overall stuttering severity is similar across both languages. However, assessing stuttering frequency in spontaneous speech may reveal differences between their dominant (L1) and non-dominant (L2) languages.

Keywords:
BilingualismOvert stuttering severitySample typeStuttering severity instrument

More Related Videos

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Related Experiment Videos

Last Updated: May 10, 2026

Examining Bilingual Language Control Using the Stroop Task
05:31

Examining Bilingual Language Control Using the Stroop Task

Published on: February 26, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Area of Science:

  • Speech-Language Pathology
  • Bilingualism Research
  • Childhood Developmental Disorders

Background:

  • Limited research exists on stuttering severity variations in bilingual children.
  • Previous studies often focused on adults or used only frequency measures.
  • This study investigates overt stuttering severity in early bilinguals with significant L2 exposure.

Purpose of the Study:

  • To determine if assessing stuttering severity in one or both languages is necessary for bilingual children who stutter (CWS).
  • To examine overt stuttering severity using the Stuttering Severity Instrument (SSI-4).
  • To explore the influence of spontaneous vs. narrative speech samples on stuttering severity assessment.

Main Methods:

  • Twenty-two bilingual Lebanese CWS (ages 4-7) participated.
  • Language dominance was established via parental questionnaires.
  • Spontaneous and narrative speech samples were collected in both L1 and L2 and analyzed with SSI-4.

Main Results:

  • No significant differences in overall SSI-4 scores were found between L1 and L2.
  • Overall stuttering severity scores did not differ between spontaneous and narrative samples.
  • Stuttering frequency was higher in spontaneous L2 samples compared to L1 samples.

Conclusions:

  • Assessing overt stuttering severity in one language may suffice for early bilinguals with high L2 exposure.
  • Analyzing both spontaneous and narrative speech samples is crucial for a comprehensive assessment.
  • Differences in stuttering frequency may emerge depending on the speech sample type.