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The Relationship between Stress and Reading Comprehension Performance of Iranian Stuttering Individuals
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Mahtab Sadeghipour    , Reihaneh Barani Toroghi , Zohreh Sadeghipour , Mehdi Rostami , Akbar Azizifar |
| Departments of English Language, School of Medicine, Ilam University of Medical Sciences, Ilam, Iran , Aazizifar2@gmail.com |
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Abstract: (371 Views) |
Introduction: Mental disorders in people who stutter are controversial among researchers. The 3 types of stuttering are developmental stuttering, neurogenic stuttering, and psychogenic stuttering. The exact cause of stuttering is unknown. This study aimed at investigating the relationship between Stress and Reading Comprehension Performance of Iranian Stuttering Individuals.
Materials and Methods: The current research was descriptive quantitative research with a correlational approach. The research tools included Zong's Self-Rating Anxiety Scale (S.A.S) questionnaire. The face validity, reliability and internal consistency of the questionnaire were examined. Five patients (5 adult men aged 14 and 19 with symptoms of stuttering and stress) were selected voluntarily among those who referred to the speech therapy clinic in Ilam.
Results: To test the normality and abnormality of the research data, the Kolmogorov Smirnov statistics for stuttering and stress were 0.176 and 0.198, respectively, and the significance levels for both variables were greater than 0.05, none of which were statistically significant. In other words, the normality of the data was confirmed, which showed that Pearson's parametric tests can be used. The results indicated a relationship between stress and vulnerability (P < 0.05).
Conclusion: It has been concluding that there is a significant relation between stress and stuttering, indicating that stress and social phobia are common among people who stutter.
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| Keywords: Stress, Stuttering, Reading comprehension performance, Iranian stuttering individuals |
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Full-Text [PDF 214 kb]
(87 Downloads)
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Type of Study: case report |
Subject:
Psychology
Received: 2022/10/8 | Accepted: 2023/05/27 | Published: 2023/03/28
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