A Guide for Teachers on Stuttering and Reading Assessments

Supporting students who stutter requires understanding their communication differences and the challenges they may face in classroom settings. For students who stutter, reading aloud and other speaking tasks can bring additional considerations. Educators play a key role in fostering a learning environment where all students feel supported and valued.

Understanding Stuttering in the Classroom

Stuttering should not be confused with reading fluency challenges. While reading fluency relates to the ability to read text with accuracy, pacing, and expression, stuttering refers to natural variations in speech that involve repetitions, prolongations, or blocks. Recognizing this distinction helps educators provide appropriate support for students.

Assessing Reading Fluency for Students Who Stutter

Traditional oral reading assessments, such as words-correct-per-minute (WCPM), often focus on speed and fluency—elements that may not reflect a student’s actual reading ability when stuttering is present. To ensure fair assessment:

• Use Individual Assessments: To reduce external pressure, conduct reading evaluations in a one-on-one setting rather than in front of peers.

• Differentiate Stuttering from Reading Challenges: Pay close attention to reading patterns. Stuttering characteristics, such as repetitions or blocks, differ from reading errors. Collaborating with a speech-language pathologist (SLP) can provide valuable insight.

• Provide Alternative Assessments: Consider silent reading evaluations or comprehension-based assessments that allow students to demonstrate their reading skills without emphasizing fluency.

Creating a Supportive Classroom Environment

To create a classroom that supports students who stutter:

• Avoid Penalizing for Stuttering: Recognize that stuttering is a natural part of speech and does not reflect a student’s reading skills. Assessments should focus on comprehension and decoding rather than fluency alone.

• Encourage Open Communication: Foster an environment where students feel comfortable discussing their communication preferences. A supportive atmosphere can ease speaking-related stress.

• Collaborate with Families and Specialists: Work with parents and SLPs to create individualized support plans, such as IEPs or 504 plans, if the student and their family feel they would benefit from accommodations.

Strategies for Differentiating Between Stuttering and Reading Challenges

To effectively distinguish between stuttering and reading difficulties:

• Observe Speaking Patterns: Notice how the student communicates in different contexts. Some students may experience more noticeable stuttering in high-pressure situations, such as reading aloud.

• Evaluate Reading Fluency in Low-Pressure Situations: Consider how the student reads when relaxed versus during a structured assessment. Timed tests can sometimes increase anxiety, which may impact speech.

• Recognize Physical Cues: Watch for signs of physical tension or effort during speaking, which may indicate moments of stuttering rather than difficulties with reading.

Conclusion

Supporting students who stutter involves recognizing their communication styles, offering fair assessments, and fostering a classroom culture of acceptance. By using appropriate strategies, collaborating with specialists, and promoting a supportive environment, educators can help students who stutter succeed academically while feeling empowered and supported.

For more resources and guidance, visit the National Stuttering Association at WeStutter.org or contact info@WeStutter.org | (800) 937-8888.