Reading in subjects with an oral cleft: Speech, hearing and neuropsychological skills
Autor: | Thomasin E. McCoy, Amy L. Conrad, Lynn C. Richman, Ian DeVolder, Peg Nopoulos |
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Rok vydání: | 2014 |
Předmět: |
Adult
Male Speech production Adolescent Hearing loss Cleft Lip media_common.quotation_subject Intelligence Population Neuropsychological Tests Verbal learning Article Developmental psychology Dyslexia Young Adult Cognition Hearing Phonological awareness Reading (process) medicine Humans Speech Attention Child education media_common Memory Disorders education.field_of_study Verbal Learning medicine.disease Neuropsychology and Physiological Psychology Acoustic Stimulation Multivariate Analysis Linear Models Female medicine.symptom Psychology Phonological development |
Zdroj: | Neuropsychology. 28:415-422 |
ISSN: | 1931-1559 0894-4105 |
DOI: | 10.1037/neu0000024 |
Popis: | Research extending back 50 years has documented a strong occurrence of language disorders (LD) among children with non-syndromic cleft of the lip and/or palate (NSCL/P; Conrad, Richman, Nopoulos, & Dailey, 2009; Goldstein et al., 2007; Hentges et al., 2011; Lamb, Wilson, & Leeper, 1972; Nopoulos, Berg, VanDemark, et al., 2002; Roberts, Mathias, & Wheaton, 2012). This is most often reflected in a high occurrence of Dyslexia in children with NSCL/P (Broder, Richman, & Matheson, 1998; Chapman, 2011; Collett, Stott-Miller, Kapp-Simon, Cunningham, & Speltz, 2010; Richman, Eliason, & Lindgren, 1988; Richman & Ryan, 2003; Richman, Wilgenbusch, & Hall, 2005). For some subgroups this appears to be a developmental lag where reading skills improve in adolescence, though others continue to demonstrate a deficit into adulthood (Richman, et al., 1988). Early on, it was hypothesized that the high rates of Dyslexia and LD were due either to poor articulation resulting from the abnormal oral cavity or hearing loss secondary to frequent episodes of Otitis Media (Amaral, Martins, & Santos, 2010; Chapman, 2011; Collett, Stott-Miller, et al., 2010). These disruptions to sensory input at critical developmental times were hypothesized to impair phonological awareness, a key skill required for reading (Ramus, 2003). Research supporting this theory has found correlations between early speech issues (Chapman, 2011), poor hearing (Boscariol, Andre, & Feniman, 2009; Collett, Stott-Miller, et al., 2010) and reading outcomes. However, there have been some criticisms of this theory. Research within the general population has shown normal phonological development in persons with severe speech disabilities (Ramus, Pidgeon, & Frith, 2003), which suggests that phonological representations are not solely a product of speech articulation (Ramus et al., 2003). Second, there are studies among people with NSCL/P that demonstrate no relationship between articulation, hearing, and reading or language outcome (Ceponiene, Haapanen, Ranta, Naatanen, & Hukki, 2002; Hentges, et al., 2011; Lamb, et al., 1972; Shriver, Canady, Richman, Andreasen, & Nopoulos, 2006). These findings suggest that there may be something more than disrupted speech or hearing influencing language and reading skills among people with NSCL/P. In order to better understand the neurological underpinnings of these outcomes, some research has evaluated neuropsychological skills associated with reading (i.e., phonological awareness, rapid labeling, and auditory/visual memory). Studies have shown related deficiencies in rapid labeling and auditory/visual memory compared to controls (Brennan & Cullinan, 1974; Ceponiene, et al., 2002; Ceponiene et al., 1999; Nopoulos, Berg, VanDemark, et al., 2002; Richman & Ryan, 2003; Richman, et al., 2005; Smith & McWilliams, 1968). Although, there has been some research that has found no differences in reading or these related skills (Chapman, 2011; Collett, Leroux, & Speltz, 2010; Smith & McWilliams, 1968). In support of a theory of neuropsychological deficits, our laboratory has documented abnormal brain structure in both children (Nopoulos, Langbehn, Canady, Magnotta, & Richman, 2007) and adults with NSCL/P (Nopoulos, Berg, Canady, et al., 2002; Nopoulos et al., 2005). These changes in brain structure are hypothesized to be due to abnormal brain development that occurs in parallel with the abnormality in facial development. Establishing a relationship between reading performance and specific language-based neuropsychological skills would support the notion that the reading disabilities may be rooted in abnormal brain structure and function, rather than a secondary effect from deprivation of sensory input. One weakness in this body of literature is that the majority of recent research evaluating language and reading skills are focused on younger subjects (maximum age around 8 years old), in whom reading skills are just starting to develop. A close evaluation of articulation, hearing, neuropsychological skill, and reading among an older sample, where reading skill is stronger or more established, is lacking. The purpose of this study was to obtain measures of word reading, neuropsychological skill, speech production, and history of hearing in children, adolescents, and young adults with NSCL/P. Key questions for evaluation included: 1) What is the effect of sex, age and group membership on reading outcome for subjects with and without cleft? 2) What is the relationship of reading skill to measures of neuropsychological skill, speech, and hearing? It was hypothesized that reading skill would increase with age for all subjects; however, there may be a group-by-age interaction where reading for subjects with NSCL/P is discrepant at younger ages and “catches-up” in young adulthood. It was also expected that neuropsychological skill would be associated to reading outcome, but results for speech and hearing were not predicted. |
Databáze: | OpenAIRE |
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