Abstract
Speech samples from 92 first-grade children were quantified on the basis of disfluency types and judges' ratings of language level. Intelligence and reading scores were also obtained for each subject. Correlational analysis indicated that the measures of language performance, intelligence, and reading ability used in this study were not highly and significantly associated with frequency of disfluency whether considered by individual type, type combinations, or total disfluency.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
