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dc.contributorWichita State University. Department of Communication Sciences and Disordersen_US
dc.contributor.authorTrautman, Lisa Scotten_US
dc.contributor.authorHealey, E. Charlesen_US
dc.contributor.authorNorris, Janet A.en_US
dc.date.accessioned2012-02-29T18:34:32Z
dc.date.available2012-02-29T18:34:32Z
dc.date.issued2001-06en_US
dc.identifier11407561en_US
dc.identifier9705610en_US
dc.identifier.citationJournal of speech, language, and hearing research : JSLHR. 2001 Jun; 44(3): 564-76.en_US
dc.identifier.issn1092-4388en_US
dc.identifier.urihttp://dx.doi.org/10.1044/1092-4388(2001/044)en_US
dc.identifier.urihttp://hdl.handle.net/10057/4679
dc.descriptionClick on the DOI link below to access the article (may not be free).en_US
dc.description.abstractThis study investigated the effects of contextualization on fluency in 12 school-age children who stutter (CWS), 11 children with language impairment (CLI), and 12 children with normally developing fluency skills (CNF). Participants in the study were between the ages of 8 and 12 years and were matched for age and sex. Four discourse samples were elicited by asking participants to (a) generate two scripts related to cooking and (b) retell two stories. Having objects or pictures immediately available contextualized a cooking task and a retelling task; another set of cooking and retelling tasks were decontextualized. Moments of disfluency were identified and coded for three primary categories of disfluency: stuttering-type, normal-type, and mazing. For CWS, a significant reduction in frequency of stuttering was noted in the contextualized script generation, and mazing occurred at a significantly higher frequency than did stuttering-type or normal-type disfluencies across the four tasks. For all three groups, both decontextualized conditions produced greater frequencies of normal-type disfluency and mazing. In addition, narrative retelling tasks yielded higher frequencies of disfluency than did the two cooking scripts.en_US
dc.format.extent564-76en_US
dc.language.isoengen_US
dc.publisherAmerican Speech - Language - Hearing Associationen_US
dc.relation.ispartofseriesJournal of Speech, Language, and Hearing Research : JSLHRen_US
dc.relation.ispartofseriesJ. Speech Lang. Hear. Res.en_US
dc.sourceNLMen_US
dc.subjectComparative Studyen_US
dc.subjectResearch Support, Non-U.S. Gov'ten_US
dc.subject.meshChilden_US
dc.subject.meshChild Languageen_US
dc.subject.meshFemaleen_US
dc.subject.meshHumansen_US
dc.subject.meshLanguage Disorders/diagnosisen_US
dc.subject.meshLanguage Testsen_US
dc.subject.meshMaleen_US
dc.subject.meshSemanticsen_US
dc.subject.meshSeverity of Illness Indexen_US
dc.subject.meshVerbal Behavioren_US
dc.titleThe effects of contextualization on fluency in three groups of childrenen_US
dc.typeArticleen_US
dc.coverage.spacialUnited Statesen_US
dc.description.versionpeer revieweden_US
dc.rights.holderCopyright © 2001 American Speech-Language-Hearing Associationen_US


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