Prevalence of Reading Difficulties in 9- to 10-Year Old Children in Sweden Born With Cleft Palate

Abstract

Objective: To investigate the prevalence of reading difficulties in children born with cleft palate at ages 9 and 10 in Sweden. Design: Using a cross-sectional design, a parental questionnaire assessing dyslexia-like reading difficulties (Short Dyslexia Scale, SDS) was administered together with separate questions regarding background data. Participants: Families with a child born with overt cleft palate with or without cleft lip in 4 regions of Sweden. A total of 245 families were approached of which 138 families responded. Data from 136 (56%) were complete with information on cleft type and could be analyzed. Results: Twenty-two percent (95% CI, 15-30) of the whole study group displayed risk for dyslexic reading difficulties on the SDS corresponding to the 7th to 10th percentiles in the population. Children with cleft palate only had a significantly higher prevalence of reading difficulties (37%) compared to children with unilateral cleft palate (19%) and bilateral cleft palate (10%). The frequency of reading difficulties in participants with comorbidity was 32%. Among a subgroup with reported comorbidity in areas of attention, language, and learning problems, there was a 2.5 times higher risk of reading disability compared to participants without this reported comorbidity. Conclusion: The prevalence of reading difficulties in the cleft palate population was higher than in the general population. Results showed that co-occurring difficulties were common in the cleft group and that reading difficulties often appear together with other, co-occurring neurodevelopmental difficulties.

Screening for Academic Risk Among Students With Cleft Lip and/or Palate: Patterns of Risk and Qualities of Effective Tools

“…They reported that 22% of participants with CL/P fell below the 10 th percentile. 42 In clinical practice, those with concerning screening results could then be used to trigger a referral to a team or local psychologist for a neuropsychological evaluation or collaboration with the child's school to advocate for further evaluation and/or service provision.…”

Book-Sharing for Toddlers with Clefts (BOOST): Protocol for a randomized controlled trial of a remote intervention to promote language development in children with cleft palate

“…Results showed neurodevelopmental and learning deficits from early childhood through early adulthood. For example, children with clefts score lower than unaffected children on measures of early reading and related pre-reading skills [ 3 – 5 ]. Children and adolescents score lower than their classmates on standardized measures of educational achievement and are more likely to be referred for special education services [ 6 – 9 ].…”