Language Skills of Cleft Palate Children: A Review

Pannbacker, Mary

doi:10.3109/13682827109011524

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…Patients with CL/P are more at risk of ear disorders such as otitis media, tympanometric abnormalities and consequent hearing loss [1], while children with CL/P are reported also have abnormalities in language and learning abilities, and other communicative disorders [37,38]. Research by one North American group revealed that 46% of school children (aged 6-18 years) with cleft palate had learning disability, 47% had deficient educational progress, and 27% had repeated a grade (excluding kindergarten) in school [39].…”

Section: Discussionmentioning

confidence: 99%

Central auditory nervous system dysfunction in infants with non-syndromic cleft lip and/or palate

Yang¹,

McPherson²,

Hu³

et al. 2012

International Journal of Pediatric Otorhinolaryngology

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Section: Discussionmentioning

confidence: 99%

Central auditory nervous system dysfunction in infants with non-syndromic cleft lip and/or palate

Yang¹,

McPherson²,

Hu³

et al. 2012

International Journal of Pediatric Otorhinolaryngology

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Conversational Skills of Preschool and School-Age Children with Cleft Lip and Palate

Chapman

Graham

Gooch

et al. 1998

The Cleft Palate Craniofacial Journal

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Objective The purpose of this study was to examine the conversational skills of preschool and school-age children with cleft lip and palate. Design The children were audio- and videotaped during interactions with an unfamiliar adult. In addition, standardized measures of speech and language were administered, and ratings of resonance were obtained. Comparisons were made between the children with cleft lip and palate and their same-age peers on measures of conversational participation and a standardized test of pragmatic skills. Participants Participants were 20 children with unilateral cleft lip and palate (10 preschoolers and 10 school-age children) recruited from the Craniofacial Team at Rainbow Babies and Children's Hospital, Cleveland (OH) and 20 noncleft peers matched for gender, age, and socioeconomic status. Main outcome Measures Separate comparisons were made for the preschool children with cleft lip and palate and their noncleft peers, and the school-age children with cleft lip and palate and their noncleft peers on eight measures of conversational assertiveness/responsiveness and the standardized tests of pragmatics. Next, each child with cleft lip and palate was classified for level of conversational participation. Results Paired t tests revealed no significant differences between the preschool and school-age children with cleft lip and palate and their noncleft peers in level of conversational participation. However, individual child comparisons revealed less assertive profiles of conversational participation for 50% of the preschool and 20% of the school-age children with cleft lip and palate. Conclusions Children with cleft lip and palate may show a less assertive style of conversational participation, at least during the preschool years. Therefore, craniofacial team evaluations should include examination of conversational competency, particularly for children who are demonstrating difficulty with other aspects of speech, language, or social development.

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Language Skills of Cleft Palate Children: A Review

Cited by 2 publications

References 27 publications

Central auditory nervous system dysfunction in infants with non-syndromic cleft lip and/or palate

Central auditory nervous system dysfunction in infants with non-syndromic cleft lip and/or palate

Conversational Skills of Preschool and School-Age Children with Cleft Lip and Palate

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