Programa de Pós-graduação em Fonoaudiologia, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista "Júlio de Mesquita Filho" - UNESP - Marília (SP), Brasil.
Departamento de Fonoaudiologia, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista "Júlio de Mesquita Filho" - UNESP - Marília (SP), Brasil.
Codas. 2021 Jul 9;33(5):e20200059. doi: 10.1590/2317-1782/20202020059. eCollection 2021.
To analyze and to compare fluency parameters in spontaneous speech and reading and reading comprehension of school-age children who stutter and who do not stutter.
Cross-sectional and prospective study approved by the Research Ethics Committee. Sample consisted of 30 scholars aged 8 and 11 years and 11 months divided into two groups: Study Group with 15 school-age children who stutter, Control Group with 15 school-age children who do not stutter. Participants underwent fluency evaluation of spontaneous speech, reading of expository and narrative texts, and reading comprehension evaluation. Inferential statistical analysis was conducted using the Mann-Whitney tests and correlation analysis was conducted using the Spearman's Coefficient test.
The comparison between the fluency parameters indicated that school-age children who stutter showed a greater amount of stuttering-like disfluencies, while school-age children who do not stutter showed longer flows of syllables and words per minute, in spontaneous speech and reading. Regarding reading comprehension, school-age children who stutter had lower performance than school-age children who do not stutter in both texts. There was no association between the frequency of disfluencies and reading comprehension in school-age children who stutter and who do not stutter.
School-age children who stutter showed impairments in reading comprehension when compared to fluent, since there was no association between the frequencies of disfluencies with reading comprehension for both groups. It is suggested that reading comprehension be evaluated and, if necessary, improved in order to reduce the consequences of stuttering and provide learning of this school-age children.
分析和比较口吃和不口吃的学龄儿童在自发言语、朗读和阅读理解中的流畅性参数。
横断面和前瞻性研究，经研究伦理委员会批准。样本由 30 名 8 至 11 岁 11 个月的学者组成，分为两组：口吃组 15 名，非口吃组 15 名。参与者接受自发言语流畅性评估、说明文和记叙文朗读以及阅读理解评估。使用曼-惠特尼检验进行推断性统计分析，使用斯皮尔曼系数检验进行相关性分析。
在流畅性参数的比较中，口吃的学龄儿童在自发言语和朗读中表现出更多的类口吃不流畅，而非口吃的学龄儿童则表现出每分钟更多的音节和单词流畅。在阅读理解方面，口吃的学龄儿童在两种文本上的表现均低于非口吃的学龄儿童。口吃和非口吃的学龄儿童的不流畅频率与阅读理解之间没有关联。
与流利的儿童相比，口吃的学龄儿童在阅读理解方面存在障碍，因为两组的不流畅频率与阅读理解之间均无关联。建议评估并在必要时改善阅读理解，以减少口吃的后果，并为这些学龄儿童提供学习。
