The Relationship between Linguistic Disfluencies and Cognitive Abilities in School-aged Children with and without Vocabulary Delay

Objectives: This study aimed to examine the characteristics of linguistic disfluencies during story generation and retelling tasks investigate an association between cognitive abilities in narrative samples. Methods: A total 49 children aged 7-10 (20 with vocabulary delay 29 typically developing children) participated. Participants completed task. Children’s utterances were analyzed into four categories mazes: fillers, repetitions, revisions, pauses. also three working memory that assess phonological loop, episodic buffer, visuospatial sketchpad. Results: First, both produced a greater number task than task, showed higher rates Also, VD rate pauses TD group filled pauses, mazes For group, expressive was best predictor for use story-generation whereas receptive story-retelling Non-word repetition significant VD. Conclusion: Results had peers. different factors explained two groups. suggest need be considered interventions at children’s fluent speech.