Disfluency Behavior of Elementary-School Stutterers and Nonstutterers: The Consistency Effect

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Abstract
Each of 184 kindergarten through sixth-grade children, 92 stutterers and 92 matched nonstutterers, performed a speaking task two times consecutively. The kindergarten and first-grade children repeated a series of sentences, and the second- through sixth-grade children read a passage. The consistency effect was observed in both groups. However, it was exhibited by a higher percentage of the stutterers than of the nonstutterers. This difference could be at least partially accounted for by the fact that the stutterers' median frequency of disfluency on the first performance of the task was much higher than that of the nonstutterers. Several implications are discussed.

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