Language and early reading among children with orofacial clefts.
Language and early reading among children with orofacial clefts.
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DOI：
10.1597/08-172.1
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发表时间：
2010-05
期刊：
影响因子：
--
通讯作者：
Speltz ML
中科院分区：
文献类型：
--
作者：
Collett BR;Leroux B;Speltz ML
检验口面裂儿童在语言和阅读方面的得分低于对照组的假设，并检查这些结果的预测因素。追踪有和没有口面裂儿童从婴儿期到7岁发育的纵向研究。孤立性唇腭裂（n = 29）和腭裂（n = 28）的儿童招募从颅面计划在城市医疗中心。通过在地区儿科诊所和社区中心投放广告招募了77名人口统计学相似的未受影响的对照组。婴儿措施评估儿童的发展和母亲与儿童的互动喂养和教学任务。在5岁和7岁时，完成语言功能和学业成绩的测量，并进行沿着访谈，以收集学校安置数据和接受言语服务的信息。在5岁和7岁时，语言没有显著的组间差异。在7岁时，有唇腭裂的儿童在早期阅读方面的得分明显高于对照组。结果预测的人口因素，教学和喂养任务期间的母子互动的质量，以及在24个月大的认知发展分数。研究结果不支持这一假设，即儿童与裂缝得分低于控制神经认知和学业成绩的措施。预测分析揭示了几个维度，可用于临床实践中，以确定儿童的学习和发展问题的风险。
To test the hypothesis that children with orofacial clefts score lower than controls on measures of language and reading and to examine predictors of these outcomes. Longitudinal study tracking the development of children with and without orofacial clefts from infancy through age 7 years. Children with isolated cleft lip and palate (n = 29) and cleft palate only (n = 28) were recruited from the craniofacial program in an urban medical center. Seventy-seven demographically similar, unaffected controls were recruited via advertisements placed in area pediatric clinics and community centers. Infant measures assessed child development and mother-child interactions during feeding and teaching tasks. At ages 5 and 7 years, measures of language functioning and academic achievement were completed along with an interview to collect school placement data and information on speech services received. There were no significant group differences in language at ages 5 and 7 years. Children with clefts scored significantly higher than controls on measures of early reading at age 7 years. Outcomes were predicted by demographic factors, the quality of mother-child interactions during teaching and feeding tasks, and cognitive development scores at age 24 months. Findings do not support the hypothesis that children with clefts score lower than controls on neurocognitive and academic achievement measures. Predictive analyses revealed several dimensions that may be used in clinical practice to identify children at risk for learning and developmental concerns.
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