Suttering is a speech fluency disorder affecting 5% of children at some point during language development (Guitar, 1998), usually beginning between the ages of two and five (Andrews et al., 1983). As a result, it is a condition confronted by prekindergarten, kindergarten, and early elementary teachers, some of whom are unsure how to help (Williams, 1998). For example, wondering whether to call on the child who stutters and how to handle the teasing he* receives are but two areas of uncertainty for the teacher. No easy answers exist, in part because stuttering is such a highly individualized disorder (Bloodstein, 1981; Starkweather, 1987). Still, there is general advice that can help both teachers and children who stutter.
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