Skip Navigation



Journal of Pediatric Psychology Advance Access published online on June 9, 2009
Journal of Pediatric Psychology, doi:10.1093/jpepsy/jsp047
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Collett, B. R.
Right arrow Articles by Speltz, M. L.
PubMed
Right arrow PubMed Citation
Right arrow Articles by Collett, B. R.
Right arrow Articles by Speltz, M. L.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

© The Author 2009. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Reading in Children with Orofacial Clefts versus Controls

Brent R. Collett, PhD1,2, Marni Stott-Miller, BS1,2, Kathleen A. Kapp-Simon, PhD3, Michael L. Cunningham, MD1,2 and Matthew L. Speltz, PhD1,2

1University of Washington,2Seattle Children's Hospital and 3Northwestern University

All correspondence concerning this article should be addressed to Brent Collett, Seattle Children's Hospital, 1100 Olive Way, Suite 800, MPW8-4, Seattle, WA 98101. Email: bcollett{at}u.washington.edu


  Abstract

Objective To examine reading and related skills in children with and without orofacial clefts. Methods Forty-two children with orofacial clefts were recruited from an urban craniofacial center. A demographically similar sample of 43 children without clefts was recruited using community advertisements and a research registry. Participants completed assessments of basic reading, phonological awareness, phonological memory, reading fluency, and rapid naming. Parents completed a semi-structured interview regarding educational and medical history. Results Children with clefts scored significantly lower than controls on measures of basic reading, phonological memory, and reading fluency. Conclusions This is one of the first studies of reading in children with orofacial clefts to include a control sample. The findings suggest that children with clefts are less adept readers than demographically matched peers without clefts, supporting the need to monitor academic achievement in this population.

Key words: academic achievement; cleft palate; orofacial cleft; reading..

Received January 12, 2009; revision received May 5, 2009; accepted May 5, 2009


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?




Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.