Presentation Type
Poster
Start Date
5-10-2017 11:00 AM
End Date
5-10-2017 1:00 PM
Subjects
Stuttering, Speech therapy
Abstract
Stuttering is a multifactorial disorder characterized by disruptions in the forward flow of speech (ASHA). Previous research has demonstrated that children and adults who stutter have phonological working memory systems that are less efficient and accurate than children and adults who do not stutter. This difference in phonological working memory plays a key role in the production of stuttered speech. Anecdotally, speech-language pathologists who work with children who stutter report that three clients also demonstrate difficulty decoding novel works during reading tasks. To date, the link between phonological working memory, stuttered speech, and reading have not been explored. The purpose of this study is to enhance our understanding of phonological working memory in children who stutter through investigating decoding and production of nonwords in reading passages as well as comprehension of the passages.
Advisor: Megann McGill PhD CCC-SLP
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Persistent Identifier
http://archives.pdx.edu/ds/psu/21753
Nonword Reading In Children Who Do and Do Not Stutter
Stuttering is a multifactorial disorder characterized by disruptions in the forward flow of speech (ASHA). Previous research has demonstrated that children and adults who stutter have phonological working memory systems that are less efficient and accurate than children and adults who do not stutter. This difference in phonological working memory plays a key role in the production of stuttered speech. Anecdotally, speech-language pathologists who work with children who stutter report that three clients also demonstrate difficulty decoding novel works during reading tasks. To date, the link between phonological working memory, stuttered speech, and reading have not been explored. The purpose of this study is to enhance our understanding of phonological working memory in children who stutter through investigating decoding and production of nonwords in reading passages as well as comprehension of the passages.
Advisor: Megann McGill PhD CCC-SLP