The Intersection of Reading and Speaking Difficulties - Current Knowledge and Recommendations for Supporting Adult Literacy Learners Who Stutter

Oct 15, 2026

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Adult literacy learners differ widely in demographics and academic skill levels, yet comparatively little research addresses their speech abilities. This article examines an understudied subgroup—adult learners who stutter—and summarizes background knowledge on stuttering, study findings on prevalence and reading skills, and practical recommendations for instruction. Guidance stresses screening for both reading and speaking difficulties and using a holistic approach to support complex needs.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

Background

The Intersection of Reading and Speaking Difficulties

What is Stuttering?

ADULT LITERACY EDUCATION WINTER 2026 | [http://doi.org/10.35847/AChoo.DGreenberg.ATalwar.HLi.8.1.5](http://doi.org/10.35847/AChoo.DGreenberg.ATalwar.HLi.8.1.5) | | | --- | --- | | | Viewpoint | The Intersection of Reading and Speaking Difficulties: Current Knowledge and Recommendations for Supporting Adult Literacy Learners Who Stutter Ai Leen Choo1, Daphne Greenberg2, Amani Talwar3, and Hongli Li4 1 Department of Communication Sciences and Disorders, Georgia State University 2 Department of Learning Sciences, Georgia State University 3American Institutes for Research 4 Department of Educational Policy Studies, Georgia State University Author Note This article is supported by the Institute of Education Sciences (IES), U.S. Department of Education, through Grant R305C120001. The opinions expressed are those of the authors and do not represent the views of the Institute orthe U.S. Department of Education. Email: Ai Leen Choo: [achoo1@gsu.edu](achoo1@gsu.edu); Daphne Greenberg: [dgreenberg@gsu.edu](dgreenberg@gsu.edu); Amani Talwar: [atalwar@air.org](atalwar@air.org); and Hongli Li: [hli24@gsu.edu](hli24@gsu.edu) Abstract Adult literacy learners vary widely in their demographic characteristics and academic skill levels. However, much less is known about their speech skills. This article focuses on an understudied group among adult literacy learners: those with speech difficulties, specifically stuttering. It begins by describing general background information on stuttering, then briefly presents findings related to prevalence and reading skills in a study that explored adult literacy learners and stuttering. This article also provides recommendations for working with learners who stutter. These recommendations emphasize the importance of screening for both reading and speaking difficulties and adopting a holistic approach to better accommodate the complex needs of this overlooked population. Keywords: adult literacy, stuttering, reading, instruction Background Adult educators are used to adult literacy learners who avoid reading out loud in class. They might sit atthe back of the class, eyes averted, and a body posture shouting,“Please don’t call on me.” Over time, these learners typically start to feel more comfortable and gradually become more willing to read out loud. However, occasionally, some learners never become more comfortable participating in class. There are many potential reasons for this; one reason that is not often discussed in the field is speech difficulties. This article focuses on a specific speech difficulty: stuttering. If you are an instructor, you may have noticed that you have or Correspondence: [achoo1@gsu.edu](achoo1@gsu.edu 5)[ 5](achoo1@gsu.edu 5) have had a learner who exhibits verbal responses that are typically shorter or less complex, or contain false starts (beginning a sentence/word but then abandoning it for another). Additionally, they may often talk around a word or use substitutions, even if the substituted word is less accurate or appropriate in the context. The learner may also show noticeable difficulties when speaking, including frequent speech disruptions and high levels of physical tension. Sometimes, these speech disruptions and physical tension are accompanied by unexpected movements, such as frowning or head movements. Learners who stutter may exhibit these behaviors, which cannot be explained by their proficiency in the English language. In this article, we share recommendations for working with learners who stutter. First, we will provide a brief overview of stuttering before sharing findings from a study that we conducted with adult literacy learners who stutter. In the following sections,“stuttering” will refer to the condition of stuttering, while “moments of stuttering”will describe the speech disruptions or symptoms characteristic of the condition. What is Stuttering? Approximately 1% of the general population stutters (Bloodstein et

FAQs

Why do adult literacy learners sometimes avoid reading aloud in class?

The article describes learners who initially avoid reading aloud by keeping their eyes averted and postponing participation, and notes that beyond typical comfort-building explanations, speech difficulties such as stuttering may contribute.

What speech behaviors characterize stuttering?

Stuttering is described as involving disfluencies such as repeating initial syllables or sounds, stretching/holding sounds, or struggling to initiate sounds, often accompanied by physical tension or effort.

What recommendations does the article offer for supporting adult literacy learners who stutter?

Recommendations emphasize screening for both reading and speaking difficulties and adopting a holistic approach to accommodate the complex needs of this population.

Oct 15, 2026

Upload by Patrick