LEVEL-BASED LEARNING APPROACHES IN SPEECH THERAPY FOR STUTTERING

Abstract

Stuttering is a complex speech disorder that affects not only the fluency of oral speech but also brings challenges the emotional well-being and cognitive development of primary school students. These days, speech therapy increasingly emphasizes the need for pedagogically grounded approaches that integrate corrective intervention into the educational process. In this context, the present study addresses the application of level-based learning technology as a structured pedagogical mechanism for stuttering correction. The research is focused on substantiating the effectiveness of a level-based learning model adapted to speech therapy practice. A four-level correctional program was designed, progressing from the development of basic articulatory and speech-motor skills to the generalization of fluent speech in communicative situations. The study employed a quasi-experimental design involving control and experimental groups of primary school students diagnosed with stuttering, combining speech therapy methods, corrective exercises, and coordinated support from teachers and parents. What stands out from the pedagogical experiment is how level-based learning instruction sharpens speech form, articulatory motor skills, and emotional state more than standard therapy routines. Because this framework fits into focused academies as well as diverse learning spaces, real-world use becomes a tangible option. The practical significance of the study lies usefulness when applied across diverse schools, both focused and inclusive environments alike. Beyond that, reshaping therapy theory through level-based learning adds depth, turning technique into a more human-centered act of support.