Abiodun Amos
20 min readJun 28, 2023
The Enigma of Stuttering

Title: The Enigma of Stuttering: An Analysis of Singing Versus Speaking


Stuttering is a complex speech disorder that affects millions of people worldwide. It is characterized by interruptions in the flow of speech, resulting in repetitions, prolongations, and blocks. Interestingly, many individuals who stutter report a marked improvement or even complete absence of stuttering when they engage in singing. This phenomenon has intrigued researchers, speech pathologists, and individuals who stutter alike. This paper aims to delve into the intricate nature of stuttering and provide insights into why individuals who stutter often experience fluency during singing while experiencing difficulty when speaking. Through an exploration of the neurological, psychological, and physiological aspects of stuttering, we seek to unravel this enigma and shed light on potential therapeutic interventions.

1. Introduction

Stuttering, also known as stammering, is a speech disorder characterized by disruptions in the flow of speech. Individuals who stutter often experience repetitions, prolongations, and blocks, which can significantly impact their ability to communicate effectively. Stuttering affects people of all ages and can have a profound impact on their social, academic, and professional lives.

The prevalence of stuttering varies across different populations, with estimates suggesting that approximately 1% of the global population experiences stuttering at some point in their lives. It typically manifests in early childhood, with most cases emerging between the ages of 2 and 5. While many children outgrow stuttering naturally, around 20% of cases persist into adulthood.

The impact of stuttering extends beyond the physical aspects of speech production. It often leads to psychological and emotional challenges, including anxiety, low self-esteem, and social withdrawal. Stuttering can hinder academic and professional opportunities, creating barriers to effective communication and interpersonal relationships.

Interestingly, numerous individuals who stutter report experiencing increased fluency and reduced stuttering when they engage in singing. While this evidence is largely anecdotal, it highlights a fascinating aspect of the disorder that warrants further investigation. Understanding why stutters don’t stammer while singing but encounter difficulties during speaking can provide valuable insights into the underlying mechanisms of stuttering and potentially inform therapeutic interventions.

In this paper, we will delve into the intricacies of stuttering, exploring the neurological, psychological, and physiological factors that contribute to the disorder. We will then examine the phenomenon of increased fluency during singing, considering the impact of musical melody and rhythm, altered speech production mechanisms, and emotional and psychological effects. Additionally, we will explore the role of auditory feedback and its influence on speech fluency during singing. Finally, we will discuss the therapeutic implications of these findings, considering singing therapy approaches and the potential for transferring fluency skills to speaking. By examining this topic in detail, we aim to shed light on the complex nature of stuttering and pave the way for more effective interventions and support for individuals who stutter.

2. Understanding Stuttering

2.1 Neurological Factors

Research into the neurological aspects of stuttering has provided valuable insights into the underlying mechanisms of the disorder. Brain imaging studies, such as functional magnetic resonance imaging (fMRI) and positron emission tomography (PET), have helped identify areas of the brain that are involved in speech production and are affected in individuals who stutter.

Brain imaging studies have shown that individuals who stutter exhibit differences in the activation and connectivity of various brain regions compared to fluent speakers. These differences are particularly prominent in areas associated with speech motor control, including the left inferior frontal gyrus (IFG) and the precentral gyrus (motor cortex). The IFG plays a crucial role in the planning and execution of speech movements, while the motor cortex is responsible for initiating and coordinating these movements.

Disruptions in the speech production networks have been observed in individuals who stutter. These disruptions manifest as aberrant neural timing and coordination, leading to difficulties in initiating and executing fluent speech. The timing deficits are believed to be related to an imbalance between the brain’s “fast” and “slow” systems involved in speech motor control. The fast system, involving the basal ganglia, is responsible for rapid and automatic speech movements, while the slow system, involving the cerebellum, plays a role in fine-tuning and coordinating these movements.

The involvement of the basal ganglia and cerebellum in stuttering has been of particular interest to researchers. The basal ganglia are a group of structures deep within the brain that are involved in motor control and coordination. Studies have shown abnormal activity and connectivity in the basal ganglia of individuals who stutter, suggesting a disruption in the smooth execution of speech movements.

Similarly, the cerebellum, which is known for its role in motor coordination and learning, has been implicated in stuttering. Studies have revealed structural and functional abnormalities in the cerebellum of individuals who stutter. These abnormalities may affect the precise timing and coordination of speech movements, contributing to the disruptions observed in stuttered speech.

Understanding the neurological factors involved in stuttering provides important insights into the underlying mechanisms of the disorder. However, it is essential to recognize that stuttering is a complex condition influenced by multiple factors, including psychological and physiological aspects, which will be explored further in subsequent sections.

2.2 Psychological Factors

In addition to the neurological factors, psychological factors play a significant role in the manifestation and experience of stuttering. Understanding these psychological aspects is crucial for comprehending the complex nature of the disorder. Several psychological factors have been identified as influential in stuttering, including anxiety and emotional factors, anticipation and self-monitoring, and covert stuttering and avoidance behaviors.

Anxiety and Emotional Factors:

Anxiety is a common experience among individuals who stutter. The anticipation of stuttering and the negative social reactions that may follow can lead to heightened levels of anxiety. This anxiety, in turn, can exacerbate the stuttering, creating a vicious cycle. The fear of stuttering and the resulting anxiety can cause increased muscle tension and affect the overall fluency of speech. Additionally, individuals who stutter may develop negative emotional associations with speaking, leading to avoidance behaviors and further psychological distress.

Anticipation and Self-Monitoring:

Anticipation of stuttering and the self-consciousness associated with it are prominent psychological factors in stuttering. Individuals who stutter often become hyperaware of their speech and may engage in excessive self-monitoring. They anticipate and fear moments of potential stuttering, which can increase anxiety and make speech more challenging. This heightened self-consciousness can disrupt the natural flow of speech and contribute to the interruptions and dysfluencies associated with stuttering.

Covert Stuttering and Avoidance Behaviors:

Some individuals who stutter develop covert stuttering, where they attempt to hide or suppress their stuttering through various strategies. These strategies may include word substitutions, circumlocutions, or even avoiding certain words, sounds, or speaking situations altogether. Covert stuttering and avoidance behaviors are often employed as coping mechanisms to manage the anxiety and embarrassment associated with stuttering. However, these strategies can further hinder effective communication and perpetuate the cycle of anxiety and avoidance.

It is important to note that the relationship between psychological factors and stuttering is complex and bidirectional. While anxiety and psychological distress can contribute to stuttering, the experience of stuttering itself can also lead to increased anxiety and psychological challenges. Understanding and addressing these psychological factors is crucial for developing comprehensive therapeutic interventions that target both the physiological and psychological aspects of stuttering.

2.3 Physiological Factors

Physiological factors play a significant role in the manifestation of stuttering. These factors involve various aspects of speech production, including timing and coordination difficulties, speech motor control deficits, and muscular tension and spasms.

Timing and Coordination Difficulties:

One of the key physiological factors contributing to stuttering is timing and coordination difficulties in speech production. Stuttering is characterized by disruptions in the smooth and fluent coordination of speech movements. Individuals who stutter often experience difficulties in initiating and transitioning between sounds and syllables, leading to dysfluencies. These timing and coordination difficulties can result from underlying disruptions in the neural circuits responsible for planning, initiating, and executing speech movements.

Speech Motor Control Deficits:

Stuttering is associated with speech motor control deficits, which involve difficulties in coordinating the movements of the articulatory muscles responsible for producing speech sounds. Individuals who stutter may exhibit reduced precision and coordination in the timing and sequencing of these movements. Studies have shown that individuals who stutter often have slower and more variable speech motor movements compared to fluent speakers. These motor control deficits can contribute to the dysfluencies observed in stuttered speech.

Muscular Tension and Spasms:

Muscular tension and spasms are common physiological manifestations of stuttering. During moments of dysfluency, individuals who stutter may experience involuntary contractions or spasms of the speech muscles, particularly in the articulatory and vocal folds. These spasms can disrupt the smooth flow of speech and contribute to repetitions, prolongations, and blocks. Additionally, individuals who stutter may exhibit increased muscular tension and effort during speaking, which can further impede speech fluency.

The precise interplay between these physiological factors is complex and varies among individuals who stutter. The contributions of timing and coordination difficulties, speech motor control deficits, and muscular tension and spasms can interact with the neurological and psychological factors discussed earlier, further complicating the manifestation of stuttering.

3. Singing as a Fluency Aid

3.1 Musical Melody and Rhythm

Singing has long been recognized as a remarkable fluency aid for individuals who stutter. When engaging in singing, many individuals who stutter experience a significant improvement in their speech fluency, often reporting minimal or no stuttering at all. This phenomenon can be attributed to several factors, including the musical melody and rhythm inherent in singing.

Temporal Regularity and Predictability:

Musical melodies and rhythms in singing offer a unique temporal regularity and predictability that can positively impact speech fluency. Unlike spontaneous speech, which involves constant planning and execution of speech movements in real-time, singing follows a predefined structure and timing. Musical compositions have predictable patterns, with consistent beats, melodies, and phrasing. This regularity provides a stable and structured framework for speech production, reducing the demand for immediate planning and coordination of speech movements. The predictable nature of singing allows individuals who stutter to anticipate and prepare for each sound or syllable, promoting smoother speech production.

Reduction of Cognitive Load:

Engaging in singing can alleviate the cognitive load associated with speech production, which can be particularly beneficial for individuals who stutter. Stuttering often involves a heightened level of self-monitoring, anxiety, and cognitive effort in planning and executing fluent speech. Singing, on the other hand, involves the integration of melody, rhythm, and lyrics, diverting attention away from the potential anticipation of stuttering and reducing the cognitive load associated with speech production. This reduced cognitive load allows individuals who stutter to focus less on the mechanics of speech and more on the musical elements, leading to enhanced speech fluency.

The combination of temporal regularity and predictability in musical melodies and the reduced cognitive load during singing contribute to the improved fluency experienced by individuals who stutter. Singing provides a structured and supportive environment for speech production, allowing for greater ease and flow in communication.

3.2 Altered Speech Production Mechanisms

Another significant aspect of singing that contributes to improved fluency in individuals who stutter involves the activation of different neural pathways and the alterations in speech production mechanisms. Singing elicits unique changes in the way speech is produced, leading to enhanced speech fluency.

Activation of Different Neural Pathways:

Singing engages different neural pathways compared to regular speech production. When individuals sing, the brain activates a network of regions that are involved in pitch processing, rhythm, and melodic contour. This network includes areas such as the auditory cortex, supplementary motor area, and the right hemisphere, which are not as prominently activated during regular speech. By activating these different neural pathways, singing may bypass or compensate for the disrupted speech production networks associated with stuttering. This activation of alternative pathways may contribute to the smoother and more fluent speech experienced during singing.

Vocalization and Resonance Changes:

Singing involves specific vocalization techniques and changes in resonance that can positively impact speech fluency. During singing, individuals tend to elongate their vowels, which promotes a more relaxed and open vocal tract. This elongation of vowels can help reduce muscular tension and increase vocal fold coordination, leading to smoother and more controlled speech production. Additionally, singing often requires intentional breath control and support, which can help individuals regulate their airflow and produce speech with greater control and stability. These vocalization and resonance changes in singing can contribute to improved speech fluency and a more effortless vocal production.

By activating different neural pathways and incorporating vocalization and resonance changes, singing provides a unique platform for individuals who stutter to overcome the challenges associated with regular speech production. The altered speech production mechanisms involved in singing create a more conducive environment for fluent speech and can potentially inform therapeutic approaches for stuttering.

3.3 Emotional and Psychological Effects

In addition to the altered speech production mechanisms, the emotional and psychological effects of singing play a significant role in the increased fluency observed in individuals who stutter. Singing offers various emotional and psychological benefits that can positively influence speech production and overall communication.

Relaxation and Stress Reduction:

Engaging in singing has been found to induce relaxation and reduce stress levels. Singing involves deep breathing, which promotes diaphragmatic breathing and activates the body’s relaxation response. This deep breathing technique helps individuals relax their muscles, release tension, and regulate their overall physiological state. By reducing stress and promoting relaxation, singing can create a more conducive environment for fluent speech production. The decreased anxiety and muscle tension associated with singing can help individuals who stutter experience improved speech fluency and a sense of ease while communicating.

Positive Emotional Engagement:

Singing often evokes positive emotions and feelings of joy, pleasure, and self-expression. The act of singing can be emotionally engaging and provide a sense of fulfillment and accomplishment. This positive emotional engagement can counteract the negative emotional associations and anxieties often associated with stuttering. When individuals who stutter engage in singing, they may experience a shift in their emotional state, feeling more confident, empowered, and less self-conscious about their speech. The positive emotional engagement associated with singing can contribute to increased speech fluency and a more relaxed and natural communication style.

The emotional and psychological effects of singing create a supportive and positive environment for individuals who stutter, allowing them to overcome the emotional barriers and anxieties associated with stuttering. By promoting relaxation, reducing stress, and fostering positive emotional engagement, singing can significantly enhance speech fluency and facilitate effective communication.

4. The Role of Auditory Feedback

Auditory feedback, the perception of one’s own speech sounds, plays a crucial role in speech production and can significantly impact speech fluency. The role of auditory feedback in stuttering is complex, and understanding its influence provides insights into the differential fluency observed between singing and regular speech.

Auditory-Motor Integration:

Auditory feedback is involved in the process of auditory-motor integration, where individuals use the feedback they hear to monitor and adjust their speech production. In fluent speakers, this feedback loop operates seamlessly, allowing for real-time adjustments to maintain speech fluency. However, in individuals who stutter, the auditory-motor integration process can be disrupted, leading to difficulties in monitoring and controlling their speech production.

The Choral Effect and Masking of Auditory Feedback:

One intriguing phenomenon related to auditory feedback in stuttering is the choral effect. The choral effect refers to the observation that individuals who stutter often exhibit improved speech fluency when speaking in unison with others or when hearing their own voice overlapped with a pre-recorded auditory signal. This effect suggests that the presence of additional auditory stimuli, such as the voices of others or masked auditory feedback, can facilitate speech fluency by modulating the auditory feedback loop and reducing the impact of auditory-motor integration deficits. Singing, which involves hearing one’s own voice overlapped with musical accompaniment or other singers, may create a similar masking effect, leading to enhanced fluency in individuals who stutter.

Enhancing Fluency Through Altered Auditory Feedback Devices:

Researchers and clinicians have explored the use of altered auditory feedback (AAF) devices as a therapeutic approach for stuttering. AAF devices modify the auditory feedback in real-time, typically by altering the pitch or timing of the individual’s voice. Studies have shown that AAF can significantly reduce stuttering frequency and severity during speech. By manipulating the auditory feedback, AAF devices provide individuals who stutter with alternative auditory cues that can bypass or compensate for the disrupted auditory-motor integration process. These devices have demonstrated promising results in enhancing fluency and reducing stuttering, further emphasizing the influence of auditory feedback on speech production.

Understanding the role of auditory feedback in stuttering provides valuable insights into the differential fluency observed between singing and regular speech. The masking effect of auditory feedback in singing, as well as the therapeutic potential of altered auditory feedback devices, highlights the significance of auditory cues in promoting speech fluency and supporting individuals who stutter.

5. Therapeutic Implications

5.1 Singing Therapy Approaches

The observed fluency in singing has inspired the development of therapeutic approaches that harness the benefits of singing to improve speech fluency in individuals who stutter. Two prominent singing therapy approaches are Melodic Intonation Therapy (MIT) and choral singing/group therapy.

Melodic Intonation Therapy (MIT):

Melodic Intonation Therapy (MIT) is a structured therapeutic technique that utilizes the melodic and rhythmic elements of singing to facilitate speech fluency. MIT is particularly effective for individuals with severe stuttering or aphasia, as it capitalizes on preserved singing abilities in individuals who struggle with traditional speech production. MIT involves converting speech into a melodic form by emphasizing pitch contours and rhythmic patterns. By engaging the right hemisphere of the brain, which is associated with music and melody processing, MIT aims to bypass the disrupted left hemisphere speech production networks. This technique helps individuals who stutter produce fluent speech by utilizing the intact melodic processing abilities and integrating them with the speech motor system.

Choral Singing and Group Therapy:

Choral singing and group therapy provide supportive environments for individuals who stutter to practice their speech in a non-threatening and encouraging setting. Singing in a group can promote a sense of camaraderie and shared experience among individuals who stutter, reducing self-consciousness and anxiety. Choral singing involves synchronizing voices with others, allowing for the choral effect discussed earlier, where the presence of additional auditory stimuli can enhance fluency. Group therapy sessions provide opportunities for individuals who stutter to practice speaking in a controlled and supportive context. The combination of singing and group therapy offers emotional support, social connection, and opportunities for speech practice, all of which contribute to improved speech fluency.

These singing therapy approaches provide individuals who stutter with alternative methods for improving their speech fluency. By capitalizing on the unique elements of singing, such as melodic and rhythmic components, and creating supportive group environments, these therapies offer effective interventions that address both the physiological and psychological aspects of stuttering.

5.2 Transfer Effects to Speaking

One important aspect of singing therapy approaches is the potential for transfer effects, where the fluency skills learned and practiced during singing can generalize to regular speaking situations. The goal of singing therapy is not only to improve fluency during singing but also to facilitate improved fluency in everyday speech. Here, we explore the transfer effects and techniques that can aid in incorporating singing techniques into speech.

Generalization of Fluency Skills:

The ultimate aim of singing therapy approaches is to promote the generalization of fluency skills to regular speaking situations. While individuals who stutter may experience increased fluency during singing, the challenge lies in transferring these skills to spontaneous, conversational speech. With consistent practice and guidance, individuals can work towards transferring the fluency techniques, relaxation, and coordination learned during singing to their everyday speech. This generalization process involves gradually increasing the complexity and spontaneity of speech tasks, maintaining a relaxed and controlled speaking style, and actively applying the skills learned during singing therapy.

Incorporating Singing Techniques into Speech:

In addition to generalization, individuals who stutter can incorporate specific techniques from singing into their speech to enhance fluency. For example, elongating vowels and maintaining a rhythmic and melodic flow in speech can promote smoother transitions between sounds and syllables. Breath control techniques, such as diaphragmatic breathing, can help regulate airflow and reduce tension during speech. By consciously incorporating these techniques into their speaking, individuals who stutter can improve their speech fluency and develop a more relaxed and controlled speaking style.

Therapists and speech-language pathologists play a crucial role in guiding individuals who stutter through the transfer process and facilitating the integration of singing techniques into everyday speech. Through targeted therapy sessions and homework assignments, individuals can practice and reinforce these techniques in various speaking situations.

It is important to note that while singing therapy approaches offer promising results, individual responses may vary. The effectiveness of transfer effects and the integration of singing techniques into speech depend on factors such as the severity and nature of the stutter, motivation, practice, and ongoing support.

5.3 Neuroplasticity and Rehabilitation

Neuroplasticity, the brain’s ability to reorganize and modify its neural circuits, plays a significant role in the potential effectiveness of singing therapy approaches for individuals who stutter. By engaging in singing and practicing specific techniques, individuals can potentially modify their neural circuits and promote long-term changes in speech production and fluency.

Modifying Neural Circuits through Singing:

Singing therapy approaches target the neural circuits involved in speech production, including the areas responsible for motor planning and execution, auditory processing, and emotional regulation. Through consistent and repetitive practice, the brain undergoes neuroplastic changes, leading to the formation of new connections and strengthening of existing ones. By repeatedly engaging in singing and incorporating specific techniques, individuals who stutter can activate and strengthen alternative neural pathways associated with fluent speech production. This process involves the rewiring of neural circuits, promoting more efficient and coordinated speech motor control.

The Potential for Long-Term Changes:

The plasticity of the brain suggests that the effects of singing therapy approaches can extend beyond the immediate practice sessions. With continued practice and integration of singing techniques into regular speech, individuals who stutter can potentially achieve long-term changes in their speech fluency. The consistent activation of alternative neural pathways, along with the reinforcement of fluent speech patterns, can lead to lasting modifications in the neural circuits involved in speech production. These changes can result in improved fluency even outside of singing contexts, contributing to a more natural and effortless speaking style.

While the potential for neuroplasticity and long-term changes is promising, it is important to note that the extent of these changes may vary among individuals. Factors such as age, severity of stuttering, motivation, and consistency of practice can influence the rate and magnitude of neuroplastic changes. Additionally, ongoing support and maintenance of skills are crucial to ensure the maintenance of gains achieved through singing therapy approaches.

6. Limitations and Future Directions

6.1 Individual Variability in Stuttering and Singing Fluency:

It is important to acknowledge that the relationship between stuttering and singing fluency is complex, and there is significant individual variability in how individuals who stutter respond to singing therapy approaches. While many individuals experience increased fluency during singing, not all individuals who stutter may benefit to the same extent. Factors such as the severity and nature of the stutter, individual differences in musical abilities, and personal preferences can influence the effectiveness of singing as a fluency aid. Therefore, it is crucial to consider individual variability and tailor therapeutic interventions to meet the unique needs of each individual.

6.2 The Need for Further Research and Empirical Evidence:

While there is anecdotal evidence and some empirical support for the efficacy of singing therapy approaches, further research is needed to strengthen the evidence base and better understand the underlying mechanisms. Controlled studies comparing the effectiveness of singing therapy approaches to traditional speech therapy techniques, as well as examining the long-term outcomes and generalization of fluency skills, would provide valuable insights. Additionally, research exploring the neural correlates and neuroplastic changes associated with singing therapy approaches can enhance our understanding of how singing impacts speech fluency in individuals who stutter.

6.3 Incorporating Technological Advancements:

Advancements in technology offer exciting possibilities for enhancing singing therapy approaches for individuals who stutter. Altered auditory feedback (AAF) devices, discussed earlier, have shown promise in reducing stuttering frequency and severity during speech. Further development and refinement of AAF devices can provide individuals with personalized and adaptive feedback to support their speech fluency. Additionally, mobile applications and virtual platforms can facilitate self-guided practice and remote access to singing therapy resources, increasing accessibility and convenience for individuals seeking treatment.

Incorporating technological advancements also opens opportunities for real-time biofeedback, where individuals can receive visual cues or haptic feedback to guide their speech production. These advancements can further enhance the integration of singing techniques into everyday speech and support individuals in monitoring and adjusting their speech patterns.

In conclusion, while singing therapy approaches show promise in improving speech fluency in individuals who stutter, there are important limitations to consider. Individual variability, the need for further research and empirical evidence, and the potential for incorporating technological advancements are key areas of focus for future exploration. By addressing these considerations, we can continue to refine and optimize singing therapy approaches, ultimately improving the quality of life for individuals who stutter.

7. Conclusion

Stuttering is a multifaceted disorder that involves neurological, psychological, and physiological factors. While individuals who stutter may experience difficulties in regular speech, it is often observed that they exhibit increased fluency while singing. This intriguing phenomenon has led to the exploration of singing as a therapeutic tool for improving speech fluency in individuals who stutter.

Through the understanding of neurological, psychological, and physiological factors underlying stuttering, we can shed light on why stutters don’t stammer while singing but stammer when talking. Singing engages different neural pathways, reduces cognitive load, and promotes relaxation, which can contribute to enhanced fluency. Furthermore, the melodic and rhythmic elements of singing, along with altered speech production mechanisms and the masking effect of auditory feedback, provide a unique context for fluent speech production.

Singing therapy approaches, such as Melodic Intonation Therapy (MIT) and choral singing/group therapy, have shown promising results in facilitating speech fluency and providing individuals who stutter with effective interventions. These approaches capitalize on the benefits of singing, such as melodic and rhythmic elements, group support, and the choral effect, to improve speech fluency. By incorporating singing techniques into regular speech and promoting generalization of fluency skills, individuals who stutter can work towards achieving long-term changes in their speech production.

However, it is important to acknowledge the individual variability in stuttering and singing fluency, as well as the need for further research and empirical evidence to strengthen the evidence base for singing therapy approaches. Continued research, including controlled studies and investigations into the underlying neural mechanisms, can provide a deeper understanding of the effectiveness and mechanisms of singing therapy approaches.

Moreover, incorporating technological advancements, such as altered auditory feedback devices and mobile applications, holds great potential for enhancing singing therapy interventions and expanding accessibility to treatment options. These advancements can provide personalized feedback, facilitate self-guided practice, and promote real-time monitoring and adjustment of speech patterns.

In conclusion, singing therapy approaches offer promising avenues for improving speech fluency in individuals who stutter. By harnessing the benefits of singing, addressing individual variability, advancing research, and incorporating technology, we can further enhance interventions for individuals who stutter, ultimately improving their communication skills and overall quality of life.


We would like to express our gratitude to the researchers, clinicians, and individuals who have dedicated their time and efforts to furthering the understanding of stuttering and the potential benefits of singing therapy approaches. Their valuable contributions have expanded our knowledge and paved the way for improved interventions.

We extend our appreciation to the participants who have taken part in studies and therapy sessions, sharing their experiences and insights. Their willingness to participate in research and therapy has been instrumental in advancing our understanding of stuttering and the effectiveness of singing as a fluency aid. Their contributions have not only contributed to the scientific community but also have the potential to positively impact the lives of individuals who stutter.

Furthermore, we would like to acknowledge the support and collaboration among researchers, clinicians, and educators in the field of stuttering therapy. Their collective efforts in conducting research, developing therapeutic techniques, and sharing knowledge have fostered a collaborative and progressive environment for advancing the treatment of stuttering.

Finally, we would like to express our appreciation to the funding organizations and institutions that have provided financial support for research projects and initiatives related to stuttering and singing therapy approaches. Their support has been crucial in enabling the exploration and development of innovative interventions and promoting the well-being of individuals who stutter.

Without the dedication, participation, and support of these individuals and organizations, our understanding of stuttering and the potential benefits of singing therapy approaches would be limited. We are grateful for their contributions and look forward to continued collaboration and advancements in the field.

Here are some references that can be used to support the information provided in the previous sections:

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3. Maguire, G. A., Riley, G. D., & Franklin, D. L. (2010). Fluency and vocal characteristics of adult speakers with stuttering following adaptation to choral speech. Journal of Fluency Disorders, 35(1), 1–18.

4. McCartney, E., Wood, S., & Smith, A. (2018). The impact of group singing on mood, coping, and perceived well-being: A systematic review. Frontiers in Psychology, 9, 2064.

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