A prospective 14-year follow-up study of the persistence and recovery of stuttering.

Purpose: To document the trajectory of early childhood stuttering longitudinally for 14. years with a consideration on the features of overt and covert stuttering related to recovery status.

Method: Thirty-eight participants were observed longitudinally at three different time points: early childhood (Occasion 1), middle childhood (Occasion 2), and late adolescence (Occasion 3).

Personal Narratives of 10-Year-Old Children in Iceland: Verbal Productivity, Word Diversity, and Topics.

Introduction: The feasibility of using a standard protocol, labelled as the Global TALES, to elicit personal stories was tested across 10 different countries between 2019 and 2021. Personal narratives have not been investigated in Iceland in a similar way. The aim was to explore personal narratives of monolingual children in Iceland by using the Global TALES (2018) protocol to investigate verbal productivity, semantic diversity, and narrative topics.

Implementation fidelity in parent-implemented interventions for stuttering.

Knowledge of the fidelity with which interventions are delivered in research studies is crucial to meaningful examination of intervention impact. This paper presents a review of fidelity implementation (FOI) measurements in interventions jointly delivered by speech-language pathologists (SLP) and parents in research for preschool-aged children who stutter (CWS). Four key FOI components were examined: dosage, adherence, quality, responsiveness.

The recovery rate of early stuttering.

Purpose: Across studies there is great variability in reported rates of stuttering recovery. This study examined the impact that different definitions of recovery had on calculation of recovery rates and factors associated with recovery within the same sample of children.

Method: Speech samples and parents and child reports of their experiences of stuttering were collected from 38 children who stuttered aged 2-5 years of age (Occassion-1) and again at 9-13 years of age (Occassion-2).

The Predictive Value of Preschool Language Assessments on Academic Achievement: A 10-Year Longitudinal Study of Icelandic Children.

Purpose: The purpose of this study was to investigate the relationship between language knowledge at 5 years of age and later academic achievement throughout compulsory school in Iceland.

Method: Between 1997 and 1998, 267 Icelandic preschool children aged from 5;4 (years;months) to 5;10 were tested with the HLJÓM-2 (an Icelandic test of phonological awareness; Símonardóttir, Einarsdóttir, & Björnsdóttir, 2002) and the Icelandic version of the Test of Language Development-Primary: Second Edition (TOLD-2P; oral comprehension tasks; Símonardóttir, Guðmundsson, Skúlason, & Pétursdóttir, 1995). In 2011 these individuals, now aged 18-19 years, were contacted again.

Factors involved in the identification of stuttering severity in a foreign language.

Speech-language pathologists nowadays are more and more confronted with clients who speak a language different from their own mother tongue. The assessment of persons who speak a foreign language poses particular challenges. The present study investigated the possible role and interplay of factors involved in the identification of stuttering severity in a foreign language.