Loci of Disfluencies in the Speech of Nonstutterers During Oral Reading

1967 ◽  
Vol 10 (4) ◽  
pp. 790-794 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Oral Reading ◽  
Word Length ◽  
Grammatical Function ◽  
Initial Phoneme ◽  
Sentence Position ◽  
Word Characteristics

The purpose of the present study was to determine whether “disfluencies” in the speech of nonstutterers occur most frequently on words possessing the four linguistic attributes which Brown (1945) reported were related to the occurrence of “stutterings” in the speech of his stutterers. A group of 24 male nonstutterers, ranging in age from 18 to 34 years, read the same 1000-word passage used by Brown. All words judged to have been spoken disfluently, a total of 226, were analyzed for the presence of Brown’s four word characteristics, i.e., initial phoneme, grammatical function, sentence position, and word length. Disfluencies were not randomly distributed in the speech of these nonstutterers. Disfluencies occurred most frequently on words possessing the same attributes (except sentence position) as the words on which Brown reported his stutterers stuttered. The findings of this study demonstrate the essential similarity of the loci of the normal speaker’s disfluencies and the stutterer’s “stutterings.”

Disfluency Behavior of Elementary-School Stutterers and Nonstutterers: Loci of Instances of Disfluency

1969 ◽  
Vol 12 (2) ◽  
pp. 308-318 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
Word Length ◽  
Sixth Grade ◽  
First Grade ◽  
Grammatical Function ◽  
Initial Phoneme ◽  
Speech Task ◽  
Sentence Position ◽  
Word Attributes

One hundred fifty-two children from kindergarten and grades one through six, 76 stutterers and 76 nonstutterers, performed a speech task. Each of the kindergarten and first-grade children repeated 10 sentences after the experimenter, and each of the second- through sixth-grade children read a passage. All words judged to have been spoken disfluently were analyzed for the presence of each of Brown’s four word attributes—initial phoneme, grammatical function, sentence position, and word length. Disfluencies were not randomly distributed in the speech of these children. For both stutterers and nonstutterers, disfluencies occurred most frequently on words possessing the same attributes as those reported by Brown to be troublesome for adult stutterers. The findings of this study demonstrate the essential similarity in the loci of instances of disfluency in the speech of (1) children and adults and (2) stutterers and nonstutterers.

The IRI and RMI Diagnostic Concepts Should Be Synthesized

1974 ◽  
Vol 6 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Leon E. Williamson ◽  
Freda Young
Keyword(s):  
Oral Reading ◽  
First Grade ◽  
Fifth Grade ◽  
Intuitive Knowledge ◽  
Grammatical Function ◽  
Reading Behavior ◽  
Intermediate Grade ◽  
Reading Errors ◽  
Instructional Level ◽  
Knowledge Of Language

Thirty intermediate-grade subjects, who by the Informal Reading Inventory (IRI) criteria demonstrated in basal materials a fifth grade instructional level in reading, used their intuitive knowledge of language, when reading, as effectively as Biemiller and Weber found first-grade subjects using theirs. These subjects' miscues were analyzed according to concepts set forth in the Reading Miscue Inventory (RMI) which are very similar to the ideas used by Biemiller and Weber. Subjects' performances demonstrated that reading behavior is different when reading at the instructional and frustrational levels. When reading at the frustrational level, subjects tended to adhere more closely to the sound and graphic materials represented in the text than when reading at their instructional level. Miscues made at the frustrational level had a higher frequency of having the same grammatical function as that intended in the text than when reading at the instructional level. Grammatical and semantic miscues acceptable to a paragraph or the whole text are more apt to occur at the instructional level of reading. Grammatical and semantic miscues acceptable only in the sentence or phrase in which they occur are produced more often when reading at the frustrational level. The RMI concepts are very powerful for analyzing oral reading errors made within the boundary set by IRI concepts. The concepts in these two techniques should be synthesized.

The Frequency of Stuttering in Relation to Word Length During Oral Reading

1942 ◽  
Vol 7 (2) ◽  
pp. 153-159 ◽  
Author(s):  
Spencer F. Brown ◽  
Adelaide Moren
Keyword(s):  
Oral Reading ◽  
Word Length

The Relations of Stuttering to Word Length and Word Frequency

1966 ◽  
Vol 9 (4) ◽  
pp. 584-589 ◽  
Author(s):  
George A. Soderberg
Keyword(s):  
Word Frequency ◽  
Word Length ◽  
Grammatical Function ◽  
Word Lists

Twenty stutterers recorded nine 10-word lists in the presence of a single listener. The word lists were composed of combinations of three levels of word length and three levels of word frequency. An attempt was made to equate the word lists for stress of initial syllables, grammatical function, and initial sounds of words. The results agree with those of previous studies that have found a significantly greater frequency of stuttering to be associated with increases of word length and decreases of word frequency. However, the findings suggested that word length was the more potent of the two variables in effect on the frequency of stuttering.

Word Characteristics and Judged Duration for Two Response Sequences

1974 ◽  
Vol 38 (2) ◽  
pp. 525-526 ◽  
Author(s):  
J. R. Devane
Keyword(s):  
Word Frequency ◽  
Word Length ◽  
Frequency Effect ◽  
Group Time ◽  
Word Characteristics

In a previous study, Ss read each of a series of 24 tachistoscopically presented words, wrote each down, and then judged the duration; judgments apparently related to word length and word frequency (Warm & McCray, 1969). In the present study, which employed 2 groups of 24 Ss each, Group Word-Time first wrote the word and then judged its duration, while Group Time-Word judged the duration first and then wrote the word. The word length did not significantly affect the judgments. Words of higher frequency produced significantly greater judgments of duration than did lower; however, the frequency effect was significantly larger for Group Word-Time than for Group Time-Word, indicating that judged duration occurred at least partly as a response to the act of writing the word.

Disfluency and Word Length

1972 ◽  
Vol 15 (4) ◽  
pp. 788-791 ◽  
Author(s):  
Franklin H. Silverman
Keyword(s):  
Oral Reading ◽  
Word Length ◽  
The Past

Five studies are reported in which the magnitude of the influence of word length upon the loci of instances of disfluency in the oral reading of stutterers and nonstutterers was investigated. The findings suggest that one factor which makes stutterers “unique”—differentiates them from nonstutterers—is not that they are more likely to be disfluent on long than on short words as has been assumed in the past, but rather the opposite. That is, word length does not exert as strong an influence upon the loci or their disfluencies as is “normal.” In other words, stutterers are more likely to be disfluent on short words than their nonstuttering peers.

Word length and clitics in Latin

2005 ◽  
Vol 9 (1) ◽  
Author(s):  
Matjaz Babič
Keyword(s):  
Word Length ◽  
Grammatical Function

SummaryThis paper presents a possible approach to research on Latin clitics that is based mostly on statistic observations. The research was performed by observations on frequencies of different word lengths in various Latin texts. The results show a quantitative predominance of shorter words in Latin texts of more colloquial nature. They also demonstrate that shorter words in Latin have a predominantly grammatical function.

Effect of Selected Word Attributes on Preschoolers' Speech Disfluency: Initial Phoneme and Length

1975 ◽  
Vol 18 (3) ◽  
pp. 430-434 ◽  
Author(s):  
Ellen-Marie Silverman
Keyword(s):  
Word Length ◽  
Nursery School ◽  
Spontaneous Speech ◽  
Initial Phoneme ◽  
Interview Situation ◽  
School Classroom ◽  
Monosyllabic Words ◽  
Word Attributes ◽  
Speech Disfluency

This study was designed to determine whether preschool nonstutterers tend to be disfluent on words that begin with consonants or on words that begin with vowels and whether they tend to be disfluent on long or on short words. Analyses of the spontaneous speech of 10 four-year-old boys sampled both in their nursery school classroom and in an interview situation indicated that initial phoneme exerted no influence on the distribution of their speech disfluencies. Word length, however, exerted an influence in the interview situation where the children tended to be disfluent on monosyllabic words. These data raise questions with respect to the applicability of Bloodstein’s (1974) model of the development of stuttering to the disfluency behavior of nonstutterers.

scholarly journals Profile of reading accuracy acquisition of students from elementary school

CoDAS ◽  
2015 ◽  
Vol 27 (3) ◽  
pp. 242-247
Author(s):  
Aparecido José Couto Soares ◽  
Maria Silvia Cárnio ◽  
Haydée Fiszbein Wertzner
Keyword(s):  
Elementary School ◽  
Oral Reading ◽  
Repeated Measures ◽  
Word Length ◽  
Reading Assessment ◽  
Learning Disorders ◽  
School Level ◽  
Reading Accuracy ◽  
The Third ◽  
Syllabic Structure

PURPOSE: To characterize the profile of reading accuracy acquisition of children from the elementary school, considering word extension and syllabic structure. METHODS: This study counted on 29 children from the third grade and 28 from the fourth grade of the Brazilian elementary school, with mean age of 8:5 and 9:3 years, respectively, who did not present learning disorders. All participants underwent oral reading assessment through texts according to each school level. The texts were analyzed considering the range of word length and syllabic structure. The performance of the students was analyzed according to the accuracy percentage concerning word length and syllabic structure. All data underwent statistical analysis. RESULTS: We noticed that the variability in the percentage increased due to the number of syllables, with more incidences of error in students from the third year. Furthermore, data pointed out greater accuracy of students from the fourth year with regard to word length and syllabic structure. Analysis of variance with repeated measures indicated interaction effect between both groups and the studied variables. CONCLUSION: This study showed evidence that word length is a strong factor to reading accuracy acquisition in Brazilian Portuguese. In addition, words with syllabic structure different from the pattern commonly seen in the Portuguese language are more difficult to be read by children of lower schooling levels.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

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