Spelling Processes of Children with Nonsyndromic Cleft Lip and/or Palate: A Preliminary Study

Alloway T.P. Automated Working Memory Assessment. London: Pearson Education; 2007.

Alloway T.P. , Gathercole S.E. , Pickering S.J. Verbal and visuospatial short-term and working memory in children: are they separable? Child Dev. 2006; 77: 1698–1716.

Altarac M. , Saroha E. Lifetime prevalence of learning disability among U.S. children. Pediatrics. 2007; 119: S77–S83.

American Academy of Audiology. Childhood hearing screening guidelines. Available at http://www.audiology.org/resources/documentlibrary/Documents/ChildhoodScreeningGuidelines.pdf. Accessed October 10, 2011.

American Speech-Language-Hearing Association. Guidelines for audiologic screening. Available at http://www.asha.org/docs/html/GL1997-00199.html. Accessed October 10, 2011.

Baddeley A.D. , Hitch G.J.L. Working memory. In: Bower G.A. , ed. The Psychology of Learning and Motivation: Advances in Research and Theory. New York: Academic Press; 1974: 47–89.

Baird G. , Slonims V. , Simonoff E. , Dworzynski K. Impairment in nonword repetition: a marker for language impairment or reading impairment? Dev Med Child Neurol. 2011; 55: 711–716.

Bishop D. , Snowling M. Developmental dyslexia and specific language impairment: same or different? Psychol Bull. 2004; 130: 858–886.

Bosman A.M.T. , Van Orden G.C. Why spelling is more difficult than reading. In: Perfetti C.A. , Rieben L. , Fayol M. , eds. Learning to Spell: Research, Theory, and Practice Across Languages. Hillsdale, NJ: Lawrence Erlbaum Associates; 1997: 173–194.

Bowey J.A. Grammatical sensitivity: its origins and potential contribution to early work reading skill. J Exp Child Psychol. 2005; 90: 318–343.

Brebner C. , Gupta A.F. , Wong A. The Singapore Pro-Ed Chart. Singapore 1996. Adapted with permission from Gard A, Gilman L, Gorman J. Speech & Language Development Chart, 2nd ed. Austin, TX: Pro-Ed; 1993.

Broder H. , Richman L. , Matheson P. Learning disability, school achievement, and grade retention among children with cleft: a two-center study. Cleft Palate Craniofac J. 1998; 35: 127–131.

Broen P. , Devers M. , Doyle S. , Prouty J. , Moller K. Acquisition of linguistic and cognitive skills by children with cleft palate. J Speech Lang Hear Res. 1998; 41: 676–687.

Buckenberger L.M. Learning Disabilities in the Cleft Lip and Palate Population. Chicago: DePaul University; 1990. Dissertation.

Burgess S.R. , Lonigan C.J. Bidirectional relations of phonological sensitivity and prereading abilities: evidence from a preschool sample. J Exp Child Psychol. 1998; 70: 117–141.

Caravolas M. , Hulme C. , Snowling M.J. The foundations of spelling ability: evidence from a 3-year longitudinal study. J Mem Lang. 2001; 45: 751–774.

Čeponienė R. , Hukki J. , Cheour M. , Haapanen M.L. , Ranta R. , Naatanen R. Cortical auditory dysfunction in children with oral clefts: relation with cleft type. Clin Neurophysiol. 1999; 110: 1921–1926.

Collett B.R. , Leroux B. , Speltz M.L. Language and early reading among children with orofacial clefts. Cleft Palate Craniofac J. 2010a; 47: 284–292.

Collett B.R. , Stott-Miller M. , Kapp-Simon K.A. , Cunningham M.L. , Speltz M.L. Reading in children with orofacial clefts versus controls. J Pediatr Psychol. 2010b; 35: 199–208.

Conrad A.L. , Richman L. , Nopoulos P. , Dailey S. Neuropsychological functioning in children with non-syndromic cleft of the lip and/or palate. Child Neuropsychol. 2009; 15: 471–484.

Cordes A.K. The reliability of observational data: I. Theories and methods for speech-language pathology. J Speech Hear Res. 1994; 37: 264–278.

Davis C. The Self-Organizing Lexical Acquisition and Recognition (SOLAR) Model of Visual Word Recognition. Sydney: University of New South Wales; 1999. Dissertation.

Deterding D. Singapore English. Edinburgh: Edinburgh University Press; 2007.

Dockrell J.E. Assessing language skills in preschool children. Child Psychol Psychiatry Rev. 2001; 6: 74–85.

Dodd B. , Hua Z. , Crosbie S. , Holm A. , Ozanne A. Diagnostic Evaluation of Articulation and Phonology. London: Harcourt Assessment; 2002.

Ehri L.C. , Nunes S.R. , Willows D.M. , Schuster B.V. , Yaghoub-Zadeh Z. , Shanahan T. Phonemic awareness instruction helps children learn to read: evidence from the National Reading Panel's meta-analysis. Read Res Q. 2001; 36: 250–287.

Eliason M. , Richman L.C. Language development in preschoolers with cleft. Dev Neuropsychol. 1990; 6: 173–182.

Field A.P. Discovering Statistics Using SPSS. 3rd ed. London: Sage Publications; 2009.

Fong Y.T. The Language Abilities of Cantonese-Speaking Children With Cleft Palate: A Pilot Study. Hong Kong: The University of Hong Kong; 2008. Dissertation.

Frederickson M. , Chapman K. , Hardin-Jones M. Conversational skills of children with cleft lip and palate: a replication and extension. Cleft Palate Craniofac J. 2006; 43: 179–188.

Furnes B. , Samuelsson S. Phonological awareness and rapid automatized naming predicting early development in reading and spelling: results from a cross-linguistic longitudinal study. Learn Individ Differ. 2011; 21: 85–95.

Gathercole S.E. , Alloway T.P. , Willis C.S. , Adams A.M. Working memory in children with reading disabilities. J Exp Child Psychol. 2006; 93: 265–281.

Gillon G.T. Facilitating phoneme awareness development in 3- and 4-year-old children with speech impairment. Lang Speech Hear Serv Sch. 2005; 36: 308–324.

Gillon G.T. Phonological Awareness: From Research to Practice. New York: Guilford Press; 2004.

Goldsberry G. , O'Leary D. , Hichwa R. , Nopoulos P. Functional abnormalities in the neural circuitry of reading in men with nonsyndromic clefts of the lip or palate. Cleft Palate Craniofac J. 2006; 43: 683–690.

Grunwell P. , Russell J. Phonological development in children with cleft lip and palate. Clin Linguist Phon. 1988; 2: 75–95.

Gupta A.F. , Brebner C. , Chandler Yeo H. Developmental assessments in speech-language therapy in Singapore. Asia Pac J Speech Lang Hear. 1998; 3: 17–28.

Harding A. , Grunwell P. Characteristics of cleft palate speech. Int J Lang Commun Disord. 1996; 31: 331–357.

Hulme C. , Maughan S. Memory for familiar and unfamiliar words: evidence for a long-term memory contribution to short-term memory span. J Mem Lang. 1991; 30: 685–701.

Jalil S. , Rickard Liow S.J. How does home language influence early spellings? Phonologically plausible errors of diglossic Malay children. App Psycholinguist. 2008; 29: 535–552.

Jocelyn L.J. , Penko M.A. , Rode H.L. Cognition, communication, and hearing in young children with cleft lip and palate and in control children: a longitudinal study. Pediatrics. 1996; 97: 529–534.

Kohnen S. , Nickels L. , Castles A. Assessing spelling skills and strategies: a critique of available resources. Aust J Learn Difficulties. 2009; 14: 113–150.

Kuehn D. , Moller K. Speech and language issues in the cleft palate population: the state of art. Cleft Palate Craniofac J. 2000; 348: 1–348: 35.

Kummer A.W. Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance. 2nd ed. Clifton Park, NY: Delmar Cengage Learning; 2008.

Lamb M. , Wilson F. , Leeper H. The intellectual functions of cleft palate children compared on the basis of cleft type and sex. Cleft Palate J. 1973; 10: 367–377.

Law J. , Boyle J. , Harris F. , Harkness A. , Nye C. Prevalence and natural history of primary speech and language delay: findings from a systematic review of the literature. Int J Lang Commun Disord. 2000; 35: 165–188.

Lewis B.A. , Shriberg L.D. , Freebairn L.A. , Hansen A.J. , Stein C.M. , Taylor H.G. , Iyengar S.K. The genetic bases of speech sound disorders: evidence from spoken and written language. J Speech Lang Hear Res. 2006; 49: 1294–1312.

Lonigan C.J. , Burgess S.R. , Anthony J.L. , Barker T.A. Development of phonological sensitivity in 2- to 5-year-old children. J Educ Psychol. 1998; 90: 294–311.

Lu Z. , Ma L. , Luo Y. , Fletcher P. The effects of unrepaired cleft palate on early language development in Chinese infants. Cleft Palate Craniofac J. 2010; 47: 400–404.

Lyon R.G. The NICHD Research Program in Reading Development, Reading Disorders and Reading Instruction. Bethesda, MD: National Center for Learning Disabilities; 1999.

McCutchen D. , Teske P. , Bankston C. Writing and cognition: implications of the cognitive architecture for learning to write and writing to learn. In: Bazerman C. , ed. Handbook of Research on Writing. Mahwah, NJ: Erlbaum; 2008: 447–465.

McWilliams B.J. , Morris H.L. , Shelton R.L. Language disorders. In: McWilliams B.J. , Morris H.L. , Shelton R.L. , eds. Cleft Palate Speech. 2nd ed. Philadelphia: BC Decker; 1990: 236–246.

Montgomery J.W. Understanding the language difficulties of children with specific language impairments: does verbal working memory matter? Am J Speech Lang Pathol. 2002; 11: 77–91.

Morris H. , Ozanne A. Phonetic, phonological, and language skills of children with a cleft palate. Cleft Palate Craniofac J. 2003; 40: 460–470.

Nation J.E. Vocabulary comprehension and usage of preschool cleft palate and normal children. Cleft Palate J. 1970; 7: 639–644.

Persson M. , Becker M. , Svensson H. Academic achievement in individuals with cleft—a population-based register study. Cleft Palate Craniofac J. 2012; 49: 153–159.

Peterson-Falzone S.J. , Hardin-Jones M.A. , Karnell M.P. Cleft Palate Speech. 3rd ed. St. Louis: Mosby; 2001.

Pickering S. , Gathercole S. Working Memory Test Battery for Children (WMTB-C). London: Psychological Corporation; 2001.

Priester G.H. , Goorhuis-Brouwer S.M. Speech and language development in toddlers with and without cleft palate. Int J Pediatr Otorhinolaryngol. 2008; 72: 801–806.

Rastle K. , Harrington J. , Coltheart M. 358,534 nonwords: the ARC nonword database. Q J Exp Psychol. 2002; 55A: 1339–1362.

Rayner K. , Foorman B.R. , Perfetti C.A. , Pesetsky D. , Seidenberg M. How psychological science informs the teaching of reading. Psychol Sci Public Interest. 2001; 2: 31–74.

Richman L.C. Neuropsychological development in adolescents: cognitive and emotional model for considering risk factors for adolescents with cleft. Cleft Palate Craniofac J. 1995; 32: 99–103.

Richman L.C. , Eliason M. Development in children with cleft lip and/or palate: intellectual, cognitive, personality, and parental factors. Semin Speech Lang. 1986; 7: 225–239.

Richman L.C. , Eliason M.J. Disorders of communication: developmental language disorders and the cleft palate. In: Walker C.E. , Roberts M.C. , eds. Handbook of Clinical Child Psychology. 3rd ed. New York: John Wiley & Sons; 2001: 603–620.

Richman L.C. , Eliason M.J. , Lindgren S.D. Reading disability in children with clefts. Cleft Palate J. 1988; 25: 21–25.

Richman L.C. , Ryan S.M. Do the reading disabilities of children with cleft fit into current models of developmental dyslexia? Cleft Palate Craniofac J. 2003; 40: 154–157.

Richman L.C. , Wilgenbusch T. , Hall T. Spontaneous verbal labeling: visual memory and reading ability in children with cleft. Cleft Palate Craniofac J. 2005; 40: 565–569.

Rickard Liow S.J. , Tng S.K. Biscriptal literacy development of Chinese children in Singapore. In: McBride-Chang C. , Chen H.C. , eds. Reading Development in Chinese Children. Westport, CT: Praeger; 2003: 215–228.

Roth F.P. , Baden B. Investing in emergent literacy intervention: a key role for speech-language pathologists. Semin Speech Lang. 2001; 22: 163–173.

Rutter M. , Caspi A. , Fergusson D. , Horwood L.J. , Goodman R. , Maughan B. , Moffitt T.E. , Meltzer H. , Carroll J. Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA. 2004; 291: 2007–2012.

Scarborough H.S. Connecting early language and literacy to later reading (dis)abilities: evidence, theory, and practice. In: Neuman S.B. , Dickinson D.K. , eds. Handbook of Early Literacy Research. New York: Guilford Press; 2001: 97–110.

Schonell F.J. Schonell Spelling Test. Edinburgh: Oliver & Boyd; 1965.

Shahar-Yames D. , Share D.L. Spelling as a self-teaching mechanism in orthographic learning. J Res Read. 2008; 31: 22–39.

Speltz M.L. , Endriga M.C. , Hill S. , Maris C.L. , Jones K. , Omnell M.L. Brief report: cognitive and psychomotor development of infants with orofacial clefts. J Pediatr Psychol. 2000; 25: 185–190.

Stackhouse J. Reading and spelling in speech disordered children. Br J Disord Commun. 1982; 17: 53–60.

Stuart M. , Masterson J. Patterns of reading and spelling in 10-year-old children related to prereading phonological abilities. J Exp Child Psychol. 1992; 54: 168–187.

Treiman R. The foundations of literacy. Curr Dir Psychol Sci. 2000; 9: 89–92.

Treiman R. , Bourassa D. The development of spelling skills. Top Lang Disord. 2000; 20: 1–18.

Treiman R. , Goswami U. , Tincoff R. , Leevers H. Effects of dialect on American and British children's spelling. Child Dev. 1997; 68: 229–245.

Vallino L.D. , Zuker R. , Napoli J.A. A study of speech, language, hearing, and dentition in children with cleft lip only. Cleft Palate Craniofac J. 2008; 45: 485–494.

van Bon W.H.J. , Duighuisen H.C.M. Sometimes spelling is easier than phonemic segmentation. Scand J Psychol. 1995; 36: 82–94.

Vanderas A.P. Incidence of cleft lip, cleft palate, and cleft lip and palate among races: a review. Cleft Palate J. 1987; 24: 216–225.

Wagner R.K. , Torgesen J.K. , Laughon P. , Simmons K. , Rashotte C.A. Development of young readers' phonological processing abilities. J Educ Psychol. 1993; 85: 83–103.

Weinberg S.M. , Andreasen N.C. , Nopoulos P. Three-dimensional morphometric analysis of brain shape in nonsyndromic orofacial clefting. J Anat. 2009; 214: 926–936.

Weinrich B. , Fay E. Phonological awareness/literacy predictors of spelling abilities for first-grade children. Contemp Issues Commun Sci Disord. 2007; 34: 94–100.

Whitehurst G.J. , Lonigan C.J. Child development and emergent literacy. Child Dev. 1998; 69: 848–872.

Wilkinson G.S. , Robertson G.J. Wide Range Achievement Test 4 (WRAT-4). Lutz, FL: Psychological Assessment Resources; 2006.

Wilson K. Phonological Awareness, Speech, and Language Skills in Children With Clefts. Chapel Hill: University of North Carolina; 2007. Dissertation.

Wood C. , Terrell C. Preschool phonological awareness and subsequent literacy development. Educ Psychol. 1998; 18: 253–274.

Yeong S.H.M. , Rickard Liow S.J. Cognitive-linguistic foundations of early spelling development in bilinguals. J Educ Psychol. 2011; 103: 470–488.

Yeong S.H.M. , Rickard Liow S.J. Development of phonological awareness in English-Mandarin bilinguals: a comparison of English-L1 and Mandarin-L1 kindergarten children. J Exp Child Psychol. 2012; 112: 111–126.

Yi N.N. , Yeow V.K.L. , Lee S.T. Epidemiology of cleft lip and palate in Singapore—a 10-year hospital-based study. Ann Acad Med Singapore. 1999; 28: 655–659.

Yopp H.K. The validity and reliability of phonemic awareness tests. Read Res Q. 1988; 23: 159–177.

Young S.E. , Purcell A.A. , Ballard K.J. Expressive language skills in Chinese Singaporean preschoolers with nonsyndromic cleft lip and/or palate. Int J Pediatr Otorhinolaryngol. 2010; 74: 456–464.

Young S.E. , Purcell A.A. , Ballard K.J. , Rickard Liow S.J. , Da Silva Ramos S. , Heard R. Bilingual children with nonsyndromic cleft lip and/or palate: language and memory skills. J Speech Lang Hear Res. 2012; 55: 1314–1328.