Original ArticlesNovel Word Recognition in Childhood StutteringLescht, Erica; Venker, Courtney E.; McHaney, Jacie R.; Bohland, Jason W.; Hampton Wray, Amanda Author Information Department of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, Pennsylvania (Mss Lescht and McHaney Drs Bohland and Hampton Wray); and Department of Communicative Sciences and Disorders, Michigan State University, East Lansing (Dr Venker). Corresponding Author: Erica Lescht, MA, Department of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, PA 15260 ([email protected]). This work was funded by the National Institute on Deafness and Other Communication Disorders (R21 DC017227) awarded to A. Hampton Wray Hampton Wray, Charles J. Strosacker Graduate Research Fund for Health and Risk Communication in the College of Communication Arts and Sciences at Michigan State University awarded to E. Lescht, C. E. Venker, and A. Hampton Wray, Blue Cross Blue Shield of Michigan Foundation Student Award Program Grant to E. Lescht and A. Hampton Wray, and the National Institutes of Health grant (T32-DC011499) awarded to K. Kandler and B. Yates (trainee: J. R. McHaney). Course Content Disclosure: This program will focus exclusively on the products Novel Object and Unusual Name (NOUN) Database (Horst & Hout, 2016), Children's Test of Nonword Repetition (Gathercole et al., 1994), and E-Prime 3.0 software (Psychology Software Tools, Inc., 2016). This program will not include information on other similar or related products. Author disclosures can be found at https://links.lww.com/TLD/A82. Topics in Language Disorders: January/March 2022 - Volume 42 - Issue 1 - p 41-56 doi: 10.1097/TLD.0000000000000271 Buy Metrics Abstract Language skills have long been posited to be a factor contributing to developmental stuttering. The current study aimed to evaluate whether novel word recognition, a critical skill for language development, differentiated children who stutter from children who do not stutter. Twenty children who stutter and 18 children who do not stutter, aged 3–8 years, completed a novel word recognition task. Real-time eye gaze was used to evaluate online learning. Retention was measured immediately and after a 1-hr delay. Children who stutter and children who do not stutter exhibited similar patterns of online novel word recognition. Both groups also had comparable retention accuracy. Together, these results revealed that novel word recognition and retention were similar in children who stutter and children who do not stutter. These patterns suggest that differences observed in previous studies of language in stuttering may not be driven by novel word recognition abilities in children who stutter. © 2022 Wolters Kluwer Health, Inc. All rights reserved.