In adult literacy classrooms made up of learners with diverse life stories, skills, and challenges, speech difficulties, especially stuttering, are one challenge that often goes unnoticed. Many instructors are familiar with students who avoid reading aloud; however, fewer realize that some of these learners may be navigating a speech disorder that interacts with their reading development in complex ways.
A recent Viewpoint article published in Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy took a look at the connection between low adult literacy and stuttering.
Here’s what they found.
A Higher‑Than‑Expected Rate of Stuttering
In the general population, about 1% of adults stutter. But in this study of 120 adult literacy learners, 18% met the clinical criterion for stuttering—a much higher proportion than expected.
This aligns with earlier findings that:
- Children who stutter are five times more likely to have reading difficulties.
- Some of the same genetic factors that contribute to stuttering are also associated with dyslexia.
Reading difficulties and stuttering tend to co‑occur more often than chance, and literacy instructors are more likely than they realize to encounter adults who stutter.
Reading Scores Alone Don’t Reveal Who Stutters
Surprisingly, the study found no significant differences in standardized reading test scores between learners who do and do not stutter. Both groups performed similarly on measures of decoding, fluency, comprehension, and phonological awareness—even on tests requiring spoken responses.
But there were some differences in how skills connect:
- There were fewer predictable correlations between reading skills—things like fluency and comprehension didn’t fit together in the usual way.
- In some cases, there were even unexpected negative connections between skills that typically strengthen each other. For some learners, when fluency was high, for example, comprehension was low or vice versa. Skills that usually increase together went in the opposite direction.
This suggests that, for adults who stutter, the process of reading is less coordinated and requires more effort—even when their individual scores look the same as their peers.
So, What’s the Big Picture?
Stuttering does not cause low literacy, nor does low literacy cause stuttering. But the two often coexist, creating a combination that can complicate how adults build and connect reading skills.
In an adult literacy classroom, adults who stutter may:
- Keep verbal responses unusually short
- Restart sentences repeatedly
- Replace words to avoid difficult sounds
- Exhibit visible struggle (eye blinking, tension, frowning) during speech
These behaviors are not indicators of low intelligence, lack of English proficiency, or unwillingness to participate; they are signs of genuine speech difficulty.
Supporting Adult Learners Who Stutter
Learners who exhibit behaviors of stuttering may benefit from a gentle, private conversation about their comfort with speaking tasks. Try openers like, “I’ve noticed you seem more comfortable writing than speaking in class. Would it be okay if we talked about that?”
Then, let the learner guide how much they want to share. Based on how the conversation goes, some next steps might include:
Referring them to qualified speech-language pathologists. Many clinics offer low‑cost or insurance‑covered services.
Modifying assessments. Because speaking difficulties can mimic reading problems, you might want to avoid heavily verbal reading tests, remove or adapt tasks where speech disruptions interfere, and be cautious with timed assessments, which can dramatically increase stuttering.
Practice being patient and avoiding interrupting. Finishing someone’s sentence—even with good intentions—can increase speaking anxiety and worsen stuttering.
Supporting the learner’s emotional well‑being. Many adults who stutter experience social anxiety, fear of speaking, and past negative academic or employment experiences. An understanding, structured, and low‑pressure environment can make a meaningful difference.
The Intersection of Speaking and Reading
Stuttering often remains “invisible” in adult education, overshadowed by more obvious literacy needs. But there seems to be a significant share of adult learners who may be navigating both challenges.
Recognizing the intersection of speaking and reading difficulties, and responding with empathy and informed strategies, can reduce learner anxiety, improve classroom participation, strengthen reading development, connect learners with needed speech services, and build a more inclusive learning environment.