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dc.contributor.advisorByrd, Courtney T.en
dc.creatorStafford, Brook Anaen
dc.date.accessioned2012-06-25T16:26:29Zen
dc.date.available2012-06-25T16:26:29Zen
dc.date.issued2012-05en
dc.date.submittedMay 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5272en
dc.descriptiontexten
dc.description.abstractThe present study investigated phonological encoding skills in children who stutter (CWS). Participants were 4 CWS (M=10;9years) and 4 children who do no stutter (CNS) (M=12;1 years) The groups were compared in phoneme monitoring and rhyme monitoring, with a tone monitoring task providing a neutral baseline for comparison. Both the phoneme monitoring and rhyme monitoring tasks were performed during silent picture naming. Results revealed that both groups were faster and more accurate when monitoring the rhyme than when monitoring the phoneme. Results further indicated that the children who stutter were significantly slower in both conditions. These findings suggest that there may be a later transition to incremental processing in both typically developing children and those who stutter and that children who stutter may be even less efficient than children who do not stutter. However, these results may have been compromised by a few key variables.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectStutteringen
dc.subjectPhonological processingen
dc.subjectPrimingen
dc.subjectSilent monitoringen
dc.titlePhoneme monitoring and rhyme monitoring in school-age children who stutteren
dc.date.updated2012-06-25T16:26:36Zen
dc.identifier.slug2152/ETD-UT-2012-05-5272en
dc.contributor.committeeMemberHampton, Elizabethen
dc.description.departmentCommunication Sciences and Disordersen
dc.type.genrethesisen
thesis.degree.departmentCommunication Sciences and Disordersen
thesis.degree.disciplineCommunication Sciences and Disordersen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen


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