BACKGROUND: developmental stuttering is a pathology which begins during childhood, during the phase of language acquisition and development and is characterized as being chronic. AIM: to verify the influence of typology and grammatical classes on the occurrence of speech disruptions of stuttering and fluent children. METHOD: participants of this study were 80 children, with ages between 4.0 and 11.11 years, residents in the city of São Paulo. Participants were divided in two groups: GI (research group) was composed by 40 children (29 male and 11 female) with the diagnosis of stuttering, and with no other associated communication, neurologic and cognitive deficits; GII (control group) was composed by 40 fluent children, paired by age and gender with the participants of GI. RESULTS: the data indicate that the groups do not differ regarding the occurrence of typical disfluencies. Less typical disfluencies occurred predominantly for GI. As for the grammatical class, speech disruptions were more frequent in function words for both groups. CONCLUSION: these results indicate that the analyses of speech disruptions, in terms of typology and grammatical classes, bring several information that are necessary for the assessment and diagnosis of childhood stuttering. This analysis points the differences and similarities between stuttering and fluent children.
Speech, Language and Hearing Sciences; Fluency; Stuttering; Speech; Childhood
