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Linguistic and auditory processing skills in non-syndromic children with cleft palate: A scoping review.

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Title: Linguistic and auditory processing skills in non-syndromic children with cleft palate: A scoping review.
Authors: van Eeden, Stephanie1,2 (AUTHOR) s.van-eeden2@newcastle.ac.uk, Stringer, Helen1 (AUTHOR) helen.stringer@newcastle.ac.uk
Source: Journal of Communication Disorders. Sep2020, Vol. 87, pN.PAG-N.PAG. 1p.
Subject Terms: *Academic achievement, *Language acquisition, *Language disorders, *Reading disability, *Vocabulary, *Phonological awareness, CINAHL database, Cleft lip, Cleft palate, Medical information storage & retrieval systems, Psychology information storage & retrieval systems, Linguistics, Magnetic resonance imaging, MEDLINE, Online information services, Questionnaires, Systematic reviews
Abstract: • International review of language and auditory processing skills in the cleft palate population. • Poorer outcomes in language and auditory processing compared with non-cleft peers. • Scores on standardized tests of language frequently fall within the normal range. • Limited correlations of skills in speech, language and auditory processing. • Lack of longitudinal data and comparison to other communication disorders. Cleft lip and/or palate (CL/P) is the most common congenital craniofacial condition. Children born with CL/P are at increased risk of persistent speech difficulties related to velopharyngeal incompetence (VPI) and compensatory articulation problems. It has also been reported that they achieve poorer results academically than their peers. There is a further body of evidence to suggest delayed language skills. These potentially related outcomes are often reported separately. To review published and unpublished research into the nature of difficulties related to spoken and written language across all non-syndromic cleft diagnoses. To review any evidence of associations between comorbidities. A scoping review was carried out in October 2016 and updated in June 2019 following published methodology (Arksey & O'Malley, 2005; Levac et al. 2010). A search of the literature over the two time points found 38 papers in total. Three main themes were found: oral language skills, reading and auditory processing difficulties. There is evidence of early language delay in children born with CL/P. Evidence of persistent oral language problems is less conclusive. Many studies have reported scores within the average range for language, auditory processing and reading but poorer outcomes when compared to non-cleft control groups. However, studies have used a range of outcome measures, making comparisons difficult. Moreover there is no clear evidence how these difficulties might relate to speech outcomes or educational achievement and no comparison to other populations with speech, language and communication needs (SLCN). [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:• International review of language and auditory processing skills in the cleft palate population. • Poorer outcomes in language and auditory processing compared with non-cleft peers. • Scores on standardized tests of language frequently fall within the normal range. • Limited correlations of skills in speech, language and auditory processing. • Lack of longitudinal data and comparison to other communication disorders. Cleft lip and/or palate (CL/P) is the most common congenital craniofacial condition. Children born with CL/P are at increased risk of persistent speech difficulties related to velopharyngeal incompetence (VPI) and compensatory articulation problems. It has also been reported that they achieve poorer results academically than their peers. There is a further body of evidence to suggest delayed language skills. These potentially related outcomes are often reported separately. To review published and unpublished research into the nature of difficulties related to spoken and written language across all non-syndromic cleft diagnoses. To review any evidence of associations between comorbidities. A scoping review was carried out in October 2016 and updated in June 2019 following published methodology (Arksey & O'Malley, 2005; Levac et al. 2010). A search of the literature over the two time points found 38 papers in total. Three main themes were found: oral language skills, reading and auditory processing difficulties. There is evidence of early language delay in children born with CL/P. Evidence of persistent oral language problems is less conclusive. Many studies have reported scores within the average range for language, auditory processing and reading but poorer outcomes when compared to non-cleft control groups. However, studies have used a range of outcome measures, making comparisons difficult. Moreover there is no clear evidence how these difficulties might relate to speech outcomes or educational achievement and no comparison to other populations with speech, language and communication needs (SLCN). [ABSTRACT FROM AUTHOR]
ISSN:00219924
DOI:10.1016/j.jcomdis.2020.106029