Developmental dysfluency, or "normal dysfluency", is a lack of language fluency that occurs during early childhood development. It is commonly observed in children ages 2 to 4 years old. This typically occurs as they begin to learn language and communication skills. Developmental dysfluency refers to speech that is continually interrupted rather than flowing naturally. Developmental dysfluency is most commonly expressed through inconsistencies in speech such as stuttering, repetition, lengthening of sounds and syllables, mistiming, and poor inflection. Speech is a complicated skill involving a series of cognitive and linguistic processes that are both sensorimotor and auditory. As children grow, their language and vocabulary grow exponentially. Dysfluencies in early speech are typical as their speech skills develop. The most common form of dysfluency in children younger than three years is the repetition of one-syllable words or parts of words. Words or syllables are often repeated in the beginning of their sentences as they try to process how to form the rest of the sentence. Language dysfluency may be common in children as they learn basic language skills throughout the crucial development stages in early childhood. Developmental dysfluency is normal in children as they work to acquire language skills and semantic/syntactic processing. About twenty-five percent of children experience some loss in fluency in their linguistic abilities. Some children between the ages of 2 and 6 encounter some obstacles in the path to fluent speech. Fluency in a normal child will typically improve around the age of 4. When attempting to master spoken language, children gradually develop fluent speech. Children go through the same learning patterns while developing their first language as adults do when learning languages other than their native language. Although many adults display types of dysfluency, it is usually in relation to comprehending or expressing different materials under stress. Developmental dysfluency is a normal part of the acquisition of language. An individual may not be fluent in language due to frequent stuttering or as a result of neurogenic dysfunction. The origin of stuttering is not yet fully understood but parents/adults can mitigate the risk of developmental dysfluency by reducing the conversational demands on their child. Modeling slow, smooth speech and acknowledging the demanding and complex nature of learning language can help. Symptoms Symptoms of developmental dysfluency include the repetition of sounds or pauses between words. These symptoms have generally been noted within children from 18 months to 5 years of