Edward Gage Conture, Ph.D., CCC-SLP, BRS-FD
Edward G. Conture, Professor, Department of Hearing and Speech Sciences, Vanderbilt University (1997 to 2013), Professor Emeritus (2013- ), is the author of over 140 journal articles, books, book chapters, monographs and commercial-grade videos, all primarily dealing with childhood stuttering. Accordingly, his major academic, clinical and research interests involve the study of emotional and speech-language contributions to childhood stuttering. Since 1978, these scholarly activities have been nearly continuously supported by research grants from the NIH and OSEP. He has also been author or co-author of several books, for example, Conture and Curlee, (2007), Stuttering and Related Disorders of Fluency, 3rd Edition, Thieme.
Among his various services to his field, Conture has been Editor (2004-2007), Journal of Fluency Disorders (Official Journal of the International Fluency Association); Member, Sensory Disorders and Language Study Section (1991 – 1994),National Institute of Deafness and Other Communication Disorders (NIDCD); and Member (2004-2008), Advisory Council, NIDCD. Recipient of several awards for his clinical/scholarly contributions, Conture received the 2003 Malcolm Fraser Award, the 2005 Frank R. Kleffner Clinical Career Award, the 2005 Honors, National Student Speech, Language and Hearing Association, the 2007 Honors of the Association, American Speech, Language and Hearing Association and from 2010 to 2015 was a Candidate, Fulbright Specialist Roster. Before coming to Vanderbilt, Conture was Margaret O. Slocum Professor of Education (1993 -1997), Syracuse University and Visiting Researcher (1994-95), University of Nijmegen, The Netherlands.
To date, Conture has presented over 325 scholarly papers/poster presentations, short courses, mini seminars, and workshops to professional and scholarly conferences regarding developmental stuttering in Asia, Australia, Europe and North America. He continues to contribute to his colleague and former students’ program of study involving emotional and linguistic contributions to childhood stutter, when not pursuing interests in antique clocks, cooking, herbs, reading, soccer and writing.