Examination of Pragmatic Language Skills in School-Age Children Who Stutter: A Teacher- Report-Based Assessment

This study aimed to examine the pragmatic language skills of children aged 10–12 years who stutter and to determine whether these skills differ according to age and gender variables. Thirty-seven children aged 10–12 years with stuttering were included in the study. Participants’ pragmatic language skills were assessed using the Pragmatic Language Skills Inventory–Turkish Version, which is based on classroom teachers’ evaluations. Data were summarized using descriptive statistics, and appropriate parametric or non-parametric tests were used for age- and gender-based comparisons. Examination of the Pragmatic Language Skills Inventory–Turkish Version subscale scores indicated that the “Classroom Interaction” and “Social Interaction” subscales were at the “average” level, whereas the “Personal Interaction” subscale and the overall “Pragmatic Language Skills Index” were at the “slightly below average” level. Comparisons across age groups revealed statistically significant differences in “Classroom Interaction” (p = .038), “Social Interaction” (p < .001), “Personal Interaction” (p < .001), and the total score (p < .001). Across all domains, the 10-year-old group obtained higher scores than the 11- and 12-year-old groups. No significant differences were found between the 11- and 12-year-old groups in any domain (p > .05). Regarding sex, males scored significantly higher than females only in the “Social Interaction” subscale (p = .011). No significant sex differences were observed in the other subscales or in the total score (p > .05). Differences were observed across subdomains and age groups in the pragmatic language skills of children who stutter aged 10–12 years. These findings highlight the importance of including pragmatic language skills in the comprehensive assessment of school-age children who stutter.

Cite this article as: Tarakçı, G., Saraç, A. B., Baba, E. S., Öncül, F., & Çınar, B. (2026). Examination of pragmatic language skills in school-age children who stutter: A teacher-report-based assessment. HAYEF: Journal of Education, 23, 0030, doi: 10.5152/hayef.2026.26030.