Spontaneous Verbal Labeling:  Visual Memory and Reading Ability in Children with Cleft

Richman, Lynn C.; Wilgenbusch, Tammy; Hall, Thomasin

doi:10.1597/04-128

Cited by 18 publications

(28 citation statements)

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“…Individuals with cleft had higher odds of receiving the lowest grade and/or reduced odds of receiving high grades among subjects analyzed, along with strong evidence of a lower grade point average in comparison with the population as a whole. This study is congruent with other studies that have identified greater prevalence of cognitive dysfunction and learning difficulties, lower school achievements, and greater use of special education services in individuals with cleft in comparison with individuals without cleft (Broder et al, 1998;Nopoulos et al, 2002;Richman et al, 2005;Eide et al, 2006;Yazdy et al, 2008). Furthermore, this study supports the need to consider cleft type in studies of cognitive and educational outcomes (Richman, 1980;Richman and Eliason, 1984;Richman et al, 1988;Broder et al, 1998), with individuals with CP having the most negative outcome, followed by individuals with CLP, and those with CL being the least affected in comparison with the control group.…”

Section: Discussionsupporting

confidence: 90%

“…Research has indicated that individuals with cleft can experience cognitive dysfunction, learning difficulties, and lower levels of school achievement (Richman and Eliason, 1982;Broder et al, 1998;Nopoulos et al, 2002;Richman et al, 2005;Eide et al, 2006). Research indicates that these deficiencies can be attributed to the type of cleft (Richman, 1980;Richman andEliason, 1982, 1984;Richman et al, 1988;Broder et al, 1998) or the severity of cleft (McWilliams et al, 1972;Fox et al, 1978;Nopoulos et al, 2002).…”

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confidence: 99%

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Academic Achievement in Individuals with Cleft: A Population-Based Register Study

Persson

Becker

Svensson³

2012

The Cleft Palate Craniofacial Journal

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Section: Discussionsupporting

confidence: 90%

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confidence: 99%

Academic Achievement in Individuals with Cleft: A Population-Based Register Study

Persson

Becker

Svensson³

2012

The Cleft Palate Craniofacial Journal

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“…Children with iCL/P have frequently been shown to have slower rapid naming ability than their healthy peers (Conrad et al, 2009; Conrad et al, 2014; Richman & Ryan, 2003), and a study by Richman, Wilgenbusch, & Hall (2009) reported an association between inefficient verbal labeling and impaired reading skills. In light of the current study’s findings regarding rapid naming, it is likely that impaired automatic verbal labeling skills underlie deficits in both reading and mathematics.…”

Section: Discussionmentioning

confidence: 99%

Arithmetical calculation and related neuropsychological skills in subjects with isolated oral clefts.

Goodwin¹,

Conrad²,

Ansley³

et al. 2017

Neuropsychology

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Objective The current study examined whether the arithmetical calculation skills of children, adolescents, and young adults with isolated cleft of the lip and/or palate (iCL/P) differ significantly from unaffected control participants. Comparisons of potential neuropsychological predictors of arithmetical calculation were also conducted to determine whether these variables differ significantly for participants with iCL/P. Methods Participants (N = 176; 93 iCL/P and 83 Control) ranged in age from 7 to 26 years old. A standardized battery of achievement and neuropsychological skills was administered. Between group differences on math achievement was assessed through a univariate analysis of covariance. Relationships between neuropsychological measures and math achievement were analyzed separately for participants with iCL/P and Controls through hierarchical linear regressions. Results Arithmetical calculation was significantly lower for the iCL/P group. Rapid naming, sustained attention, and visual-spatial organization were significant predictors for the iCL/P group; rapid naming was the lone variable that was significantly more predictive of arithmetical calculation for the iCL/P group than for control participants. Conclusions These results suggest that inefficient verbal label retrieval related to short-term memory deficits underlie the calculation difficulties of individuals with iCL/P. These findings have implications for approaches to remediation, as well as future research.

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“…The impact of delayed or deviant speech on phonological development in children with a cleft palate + lip has been highlighted (Chapman, 2011;Bessell et al, 2013;Willadsen, 2013). Moreover, the importance of language skills for the acquisition of early reading skills has been explored, as well as deficits in rapid naming and visual memory, a problem which is known to be a predictor of reading disabilities (Muter et al, 2004;Richman et al, 2005;Chapman, 2011;Conrad et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Associations Between Hypernasality, Intelligibility, and Language and Reading Skills in 10-Year-Old Children With a Palatal Cleft

Særvold

Hide

Feragen

et al. 2019

The Cleft Palate Craniofacial Journal

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Background: This study investigated the associations between hypernasality and intelligibility, and language and reading skills in 10-year old children with a cleft palate ± lip. Design: Cross-sectional data collected during routine assessments of speech and language in a centralized treatment setting. Participants: Children aged 10, born with cleft palate ± lip from 4 birth cohorts (N = 123). Outcome Measures: Hypernasality and intelligibility: Swedish Articulation and Nasality Test-N; language: Language 6-16 (Sentence recall, Serial recall, Vocabulary); reading: word chain test and reading comprehension test. Results: A total of 71.3% of the children had no occurrence of hypernasality and 82.8% had intelligibility scores within the normal range. For all children with hypernasality and intelligibility within the normal range, reading and language scores were also within normal ranges. Children with presence of hypernasality had significantly lower language skills, with mean scores within the lower normal range. Children with reduced intelligibility had lower scores on reading comprehension. Conclusions: The findings highlight a possible association between hypernasality and language skills, and intelligibility and reading skills. Cleft teams should consider routine assessments of language and reading skills in children with speech impairment, in order to identify potential needs for intervention as early as possible.

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Spontaneous Verbal Labeling: Visual Memory and Reading Ability in Children with Cleft

Cited by 18 publications

References 0 publications

Academic Achievement in Individuals with Cleft: A Population-Based Register Study

Academic Achievement in Individuals with Cleft: A Population-Based Register Study

Arithmetical calculation and related neuropsychological skills in subjects with isolated oral clefts.

Associations Between Hypernasality, Intelligibility, and Language and Reading Skills in 10-Year-Old Children With a Palatal Cleft

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