Table of Contents
ISRN Pediatrics
Volume 2013, Article ID 165193, 7 pages
Research Article

A Comparative Study on Diadochokinetic Skill of Dyslexic, Stuttering, and Normal Children

1Child and Adolescent Psychiatrist, Clinical Psychiatry Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
2Child and Adolescent Psychiatric Ward, Department of Psychiatry, Razi Mental Hospital, El Goli Boulevard, P.O. Box 5456, Tabriz, Iran
3General Psychology, Shahid Beheshti University, Daneshju Boulevard, P.O. Box 1983963113, Tehran, Iran
4General Psychology, Tarbiat Moallem University, P.O. Box 1571914911, Tehran, Iran
5Clinical Psychology, Tabriz University, P.O. Box 5166614766, Tabriz, Iran

Received 31 May 2013; Accepted 8 July 2013

Academic Editors: Y. Ersahin and H. Neville

Copyright © 2013 Ayyoub Malek et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Objective. Previous studies have shown some motor deficits among stuttering and dyslexic children. While motor deficits in speech articulation of the stuttering children are among the controversial topics, no study on motor deficits of dyslexic children has been documented to date. Methods. 120 children (40 stuttering, 40 dyslexia, and 40 normal) 6–11 years old were matched and compared in terms of diadochokinetic skill. Dyslexia symptoms checklist, reading test, and diadochokinetic task were used as measurement instruments. Results. The data analysis showed that there are significant differences ( ) in reaction time and the number of syllables in accomplishing diadochokinetic tasks among stuttering children, dyslexics, and the control group. This indicates that stuttering children and dyslexics have poor performance in reaction time and in the number of monosyllable articulation and long syllable articulation. Furthermore, there are significant differences ( ) in these indices between stuttering children and dyslexics, so that the latter group have better performance than the former one. Conclusion. The findings indicate that stuttering children and dyslexics have deficits in diadochokinetic skill which suggests their low performance in the motor control of speech production and articulation. Such deficits might be due to the role of the tongue in the development of stuttering and dyslexia.