Stammering, also known as stuttering, is a speech disorder that interrupts the normal flow of speech. It is characterized by:
Repetitions: Repeating sounds, syllables, or words (e.g., “I-I-I want that”).
Prolongations: Elongating sounds within a word (e.g., “I want thaaat”).
Blocks: Pausing or getting “stuck” before speaking, where no sound comes out despite the effort.
Additional Characteristics:
Spotting the Signs & Seeking Support
Many young children can go through periods of being “dysfluent”, especially when they are rapidly acquiring language. However, for some children it can be much more noticeable and disruptive, and for some it maybe a sign they are developing a stammer or stutter.
Developmental stammering (also known as stuttering) usually starts in early childhood at around 3 years of age, although some children may start later. It can be temporary, as many children can stammer for a while and then spontaneously grow out of it. But for some children it can last longer, and the symptoms can be more severe, with young children getting frustrated and giving up on what they want to say.
A professional assessment is advised if the child has been stammering for longer than 6 months (and it shows no signs of getting better on its own) and/or if the child is showing increased frustration with their speech.
The exact causes are not fully understood, but stammering is belived to arise from a combination of:
Genetic predisposition
Neurological factors
Environmental factors
However, being male and having a family history are the most significant predictive factors of long-term stammering.
Cluttering can be a condition on its own, and often goes undiagnosed. It is closely linked to neurodiversity and other conditions such as social anxiety disorder.
Sarah Costelloe
BSc (Hons) Cert.MRCSLT HCPC
Sarah is trained in the treatment of stuttering including Lidcombe, Palin PCI and Camperdown therapy. In addition she has carried out research funded by the Dominic Barker Trust into the development of childhood stuttering, and in relation to this has published a number of articles in this field, presented at international conferences and delivered training workshops in the UK and Canada.
Our team of experienced speech and language therapists is dedicated to helping children achieve clear, healthy, and confident voices. We use evidence-based techniques and create a fun, engaging environment where children feel supported.
We understand that children and young people spend as much time in education as they do at home, so it is important to us that nursery/school staff and parents/carers all know how best to support the child. This means that we provide sessions both in clinic and in education settings, as appropriate in each individual case, supporting all those around the child.
Don’t let a voice disorder hold your child back. Contact us today to schedule an evaluation and take the first step towards a stronger, healthier voice!
There is no difference. The term stammering has historically been used in the UK and stuttering was mostly used in the USA. The terms are now used interchangeably to describe the same speech patterns.
Stammering is when a child has difficulty speaking smoothly and may repeat sounds or words, stretch sounds, or get stuck on a word.
Stammering is linked to differences in speech and language processing and can run in families; it is not caused by parenting or anxiety.
Early signs include repeated sounds or words, longer pauses, difficulty starting words, and speech that becomes more difficult when tired or excited.
Stammering often starts between ages 2 and 5, when children’s language is developing quickly.
Stammering can often come and go. You can experience periods of fluency and periods of increased stammering at different times in your life.
If a young child stutters there is a good chance it will resolve over time. However, some childhood stammers can last into adulthood and it is likely that it will never completely go.
However, speech therapy can help individuals manage their stammer.
Seek help if stammering lasts longer than 6 months, worsens, or causes distress, avoidance, or visible struggle when speaking.
Help by slowing your own pace, reducing interruptions, giving them time to finish, and responding to what they say rather than how they say it.
Usually not, as this can increase pressure; supportive listening and a calmer pace in conversations tends to help more.
Yes, stammering can affect confidence, participation, and reading aloud, but support from school and therapy can help.
Cluttering is a fluency difficulty where speech may be too fast or irregular, making it sound unclear, jumbled, or hard to follow.
Signs include rapid bursts of speech, words running together, unclear pronunciation, frequent fillers, and disorganised sentences or storytelling.
Stammering often involves repetitions or getting stuck, while cluttering is more about fast or irregular rate and reduced clarity or organisation.
Yes, some children show features of both, and the pattern may change depending on the situation.
Cluttering is linked to differences in speech planning, language organisation, and self-monitoring, and it is not caused by laziness or lack of effort.
Yes, therapy can improve pacing, clarity, language organisation, and a child’s awareness of when their speech becomes unclear.
Reduce time pressure, encourage short pauses between ideas, and ask gentle clarification questions without criticising their speech.
Seek help if your child is frequently hard to understand, rushes speech, struggles to organise ideas, or communication affects learning or confidence.
Our experienced team is dedicated to helping children reach their full potential. We use evidence-based methods such as The Lidcombe Program – tailored to each child’s unique needs, ensuring therapy is both effective and enjoyable. Our aim is to help fluency and decrease struggle in speech. However, there will also be a focus on developing the young person’s confidence and resilience and maintaining a positive attitude to their communication skills.
We understand that children and young people spend as much time in education as they do at home, so it is important to us that nursery/school staff and parents/carers all know how best to support the child. This means that we provide sessions both in clinic and in education settings, as appropriate in each individual case, supporting all those around the child.
If you’re concerned about your child’s language speech and language development, we’re here to help. Please contact us to find out more or to arrange an assessment.
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