Novel Word Recognition in Childhood Stuttering

Erica Lescht*, Courtney E. Venker, Jacie R. McHaney, Jason W. Bohland, Amanda Hampton Wray

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Language skills have long been posited to be a factor contributing to developmental stuttering. The current study aimed to evaluate whether novel word recognition, a critical skill for language development, differentiated children who stutter from children who do not stutter. Twenty children who stutter and 18 children who do not stutter, aged 3-8 years, completed a novel word recognition task. Real-time eye gaze was used to evaluate online learning. Retention was measured immediately and after a 1-hr delay. Children who stutter and children who do not stutter exhibited similar patterns of online novel word recognition. Both groups also had comparable retention accuracy. Together, these results revealed that novel word recognition and retention were similar in children who stutter and children who do not stutter. These patterns suggest that differences observed in previous studies of language in stuttering may not be driven by novel word recognition abilities in children who stutter.

Original languageEnglish (US)
Pages (from-to)41-56
Number of pages16
JournalTopics in Language Disorders
Issue number1
StatePublished - Jan 1 2022


  • children
  • declarative memory
  • eye gaze
  • language
  • learning
  • nonwords
  • stuttering
  • word learning

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing


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