Past Tense Marking in the Spontaneous Speech of Preschool Children Who Do and Do Not Stutter

Autor/inn/en	Bauman, Jessica; Hall, Nancy E.; Wagovich, Stacy A.; Weber-Fox, Christine M.; Ratner, Nan Bernstein
Titel	Past Tense Marking in the Spontaneous Speech of Preschool Children Who Do and Do Not Stutter
Quelle	In: Journal of Fluency Disorders, 37 (2012) 4, S.314-324 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-730X
DOI	10.1016/j.jfludis.2012.04.003
Schlagwörter	Morphemes; Speech; Stuttering; Language Skills; Preschool Children; Verbs; Language Acquisition; Speech Language Pathology; Communication Disorders; Error Patterns; Comparative Analysis; Matched Groups + Suchen Sie Ihr Suchwort? Morphem; Speaking; Sprechen; Stammer; Stottern; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Kommunikationsstörung; Fehlertyp
Abstract	Purpose: The aim of this study was to identify whether different patterns of errors exist in irregular past-tense verbs in children who stutter (CWS) and children who do not stutter (CWNS). Method: Spontaneous language samples of thirty-one age- and gender-matched pairs of children (total N = 62) between the ages of 24 months and 59 months were analyzed. Results: Results indicated that children who do and do not stutter over-regularize irregular past-tense verbs (i.e., saying runned for ran) with comparable frequency. However, two nonsignificant trends which suggest possible intra-group differences were noted. First, irregular past tense verbs represented a greater portion of total verbs for CWS than for CWNS. Second, CWS appeared to double-mark (i.e., say ranned for ran) more often than CWNS. Results are discussed in light of theories about the acquisition of the irregular past-tense and about differences in language skills between CWS and CWNS. Educational objectives: After reading this article, the reader will be able to: (a) summarize previous findings about connections between stuttering and language in CWS and CWNS; (b) describe similarities and differences between irregular past-tense verb use and errors in CWS and CWNS; (c) discuss possible connections between the declarative-procedural model and stuttering. (Contains 1 table and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10