Non-fluency / stammering

Children between the ages of 2-5 years go through a period of non-fluency which can be the result of language being acquired at a rapid rate. This often causes them to repeat words/sounds, stumble, hesitate, or display periods of silence. This is a normal phase in the development of language and most children will acquire fluent speech. For a smaller proportion of children, stammering will continue into adulthood (around 3% of adults stammer). It is not easy to identify which children will continue to stammer, but how to respond, in order for them to be comfortable with their talking, is the same either way. 

Presenting barriers and challenges

• Finding it difficult to say what they want.
• Repeating the first sound of a word, e.g. d d d daddy, part of a word da da da daddy, or the whole word.
• Speaking very fast, making words become muddled and difficult to understand.
• Often have a lot to say but not the skills to plan what they want to say fully before expressing it.
• Non-fluency may be more noticeable when excited, tired, unwell, playing with other children, or when a particular person comes to visit.
• Non-fluency can decrease when playing alone, talking to friends/animals, singing, being read/telling stories, or on particular days, e.g. the weekend.

Best practice strategies and provision

• Find out why/what situations/people increase or decrease the non-fluency, e.g. keep a chart to take note of these factors.
• Maintain natural eye contact. This shows respect and attentiveness, especially during moments of stammering.
• Allow time to speak. Avoid interrupting or finishing sentences—this reduces pressure and builds confidence.
• Slow your own speech. Use pauses to model a calm pace. Avoid telling the learner to “slow down” or “take a breath,” which can increase anxiety.
• Use closed questions with choices. Simplify responses by offering two options (e.g. “Is the book about a dog or a burglar?”) to reduce verbal demand.
• Adapt activities flexibly. Offer alternatives (e.g. raising hands instead of speaking) and apply changes class-wide to avoid singling out the learner.
• Reinforce turn-taking rules. Ensure all learners understand and follow turn-taking, while allowing time for those who stammer to finish speaking.
• Praise strengths unrelated to speech. Build self-esteem by recognising achievements (e.g. “You explained that very well”).
• Inform all staff. Ensure everyone, including lunchtime staff, understands the learner’s needs and how to support them effectively.