Early and later vocalization skills in children with and without cleft palate

Scherer, Nancy J.; Williams, A. Lynn; Proctor-Williams, Kerry

doi:10.1016/j.ijporl.2008.02.010

Cited by 107 publications

(126 citation statements)

References 33 publications

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“…The study findings were also consistent with Scherer & Williams (2008), but in addition to the CDI, they used another instrument: the SICD [4]. In another study by Priester and Goorhuis-Brouwer (2008), no significant differences were found between the two groups in terms of language comprehension and production.…”

Section: Discussionsupporting

confidence: 80%

“…They used the Sequenced Inventory of Communicative Development (SICD) and the CDI in their study. According to their findings, the group of children with CLP showed significantly lower scores on receptive and expressive language [9]. Priester and Goorhuis (2008) compared 43 children aged between 2-2.5 years with CLP with 32 children without CLP in terms of language comprehension and production.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Receptive and Expressive Vocabulary in 6-18 Month’s-old Children With Cleft Lip and Palate

Sedaghati

Darouie

Derakhshande

et al. 2016

IRJ

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Objectives:One of the factors predicting language impairments is an early limited lexicon in children. An early limited lexicon can also lead to limited performances in other language areas. This study was aimed to examine receptive and expressive vocabulary in 8-16 monthold children with cleft lip and palate as a predictor of development in other language areas. Materials:The MacArthur-Bates Communicative Development Inventory (CDI) was used to collect data. Thirty children with cleft palate/lip and palate who had visited the Isfahan's cleft lip and palate team were analyzed and compared to 30 children without cleft lip and palate.Results: According to the study results, there was no significant difference between the children with cleft lip and palate and the normal children in terms of the number of words, but the children with cleft lip and palate had significantly less expressive vocabulary than the normal children. Discussion:The results indicated that children with cleft lip and palate experience a delay in the development of the number of expressive vocabulary, and this delay affects higher levels of language, reading and writing skills of these children. This indicates the importance of providing early evaluations and interventions for children with cleft lip and palate.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Evaluation of Receptive and Expressive Vocabulary in 6-18 Month’s-old Children With Cleft Lip and Palate

Sedaghati

Darouie

Derakhshande

et al. 2016

IRJ

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“…Intervention between groups compared with Mann-Whitney U test significantly and substantially in their receptive and expressive language skills. Rescorla [9] who studied language in late talkers, indicated that these differences persisted until age 17, suggesting that it is not a temporary delay even when at first it was assumed that late talkers were able to catch up to normative expectations in vocabulary and grammar by the time they entered kindergarten, but they continued to show weaknesses relative to traditionally developing peers in the ability to use complex, higher-order language for narration, definition, explanation, description, exposition, and reading [9][10][11][12][13][14][15]. This was also found by Scarborough and Dobrich's [26].…”

Section: Discussionmentioning

confidence: 99%

“…However, language and speech are deeply intertwined, and for a successful outcome, it is essential to address articulation as well as higher levels of linguistic organization. In recent years, several researchers have addressed language development in children with cleft palate at age 5-7 years and stated the need of further investigations in the area [8,11,[14][15][16][17]. Thus, it seems necessary to study the use of strategies aimed to enhance linguistic development in this population.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive strategies for enhancing language development in children with cleft palate

Pamplona

Silis²,

Ysunza

et al. 2015

Eur J Plast Surg

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Background Children born with cleft palate frequently show compensatory articulation errors (CA), and they are also at risk for language delays. There is a need of studies on speech-language intervention in this patient group. The purpose of this paper is to study metacognitive strategies for enhancing language development in children with cleft palate. Methods Twenty-six children with unilateral cleft lip and palate (UCLP) were studied and divided in two groups. The age of the patients ranged from 5 to 8 years. Language and articulation measurements for evaluating language development were made at the beginning and the end of the study. Both groups were treated with previously reported strategies routinely used for enhancing language. In addition, children from one group (active group) were exposed to metacognitive strategies which have been described as useful for enhancing expert thinking processes, such as think-aloud. For evaluating language development, all children were analyzed using the Situational-Discourse-Semantic Model. ResultsThe results indicate that children with UCLP and CA benefit from an intervention which also addresses specific aspects of language development. The patients included in the active group in which the metacognitive strategies were used showed a greater improvement as compared with the patients from the control group.Conclusions Intervention in children with cleft palate and CA should address not only the articulation processes, but also specific aspects of language development. Metacognitive strategies could be an adequate option for enhancing language performance in this patient group. Level of Evidence: Level III, therapeutic study

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“…Differences in early vocal development can be identified in babies with unrepaired cleft palate as early as 6 months of age [3]. In many cases, having difficulty articulating and creating high intraoral pressure causes the generation of A possible explanation for the emergence and persistence of compensatory articulation errors or patterns may be that a compensatory strategy for approximating sounds heard in the environment during the early stages of babbling becomes incorporated into the phonological rule system before the surgical repair of the cleft has been accomplished [12][13][14].…”

Section: Introductionmentioning

confidence: 99%