Language Abilities in Children Who Stutter: Toward Improved Research and Clinical Applications

Autor/inn/en	Watkins, Ruth V.; Johnson, Bonnie W.
Titel	Language Abilities in Children Who Stutter: Toward Improved Research and Clinical Applications
Quelle	In: Language, Speech, and Hearing Services in Schools, 35 (2004) 1, S.82-89 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2004/009)
Schlagwörter	Language Skills; Young Children; Stuttering; Language Acquisition; Language Processing; Research Methodology; Language Research; Guidelines + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Frühe Kindheit; Stammer; Stottern; Sprachaneignung; Spracherwerb; Sprachverarbeitung; Research method; Forschungsmethode; Sprachforschung; Richtlinien
Abstract	The nature of the association between language and stuttering in young children has been the focus of debate for many years. One aspect of this ongoing discussion is the status of language abilities in children who stutter (CWS). Available research findings and associated interpretations of these findings are equivocal. This article asserts that an important contributor to the ambiguous nature of this literature may be differences in research traditions and methods that typically have been employed in the study of language development and in the study of stuttering. Cross-disciplinary investigations are inherently complex and, in designing and interpreting research of this nature, a larger set of issues must be considered and more diverse variables must be addressed and/or controlled. This article presents five principles that can be used to guide future research in the area of language and stuttering. These principles also assist in interpreting and applying the current research literature to clinical concerns. (Author).
Anmerkungen	American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Tel: 301-897-5700, ext. 4164; Fax: 301-897-7348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10