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JCPSLP
Volume 18, Number 1 2016
Journal of Clinical Practice in Speech-Language Pathology
Froelich, L. P., Petermann, F., & Metz, D. (2013).
Phonological awareness: Factors of influence. European
Early Childhood Education Research Journal, 21(1), 5–22.
Hamid, M., & Brookler, K. H. (2007). Tympanometry. Ear,
Nose & Throat Journal, 86(11), 668–669.
Hardin-Jones, M. A., & Chapman, K. L. (2011). Cognitive
and language issues associated with cleft lip and palate.
Seminars in Speech and Language, 32(2), 127–140.
Hardin-Jones, M. A., & Jones, D. L. (2005). Speech
production of preschoolers with cleft palate. Cleft Palate-
Craniofacial Journal, 42(1), 7–13.
John, A., Sell, D., Sweeney, T., Harding-Bell, A., &
Williams, A. (2006). The cleft palate audit protocol for
speech – Augmented: A validated and reliable measure
for auditing cleft speech. Cleft Palate-Craniofacial Journal,
43(3), 272–288.
Mann, V. A., & Foy, J. G. (2007). Speech development
patterns and phonological awareness in preschool children.
Annals of Dyslexia, 57(1), 51–74.
McDowell, K. D., Lonigan, C. J., & Goldstein, H.
(2007). Relations among socioeconomic status, age, and
predictors of phonological awareness. Journal of Speech,
Language, and Hearing Research, 50(4), 1079–1092.
Morris, H., & Ozanne, A. (2003). Phonetic, phonological,
and language skills of children with a cleft palate. Cleft
Palate-Craniofacial Journal, 40(5), 460–470.
Neumann, S., & Romonath, R. (2012). Application of the
International Classification of Functioning, Disability, and
Health-Children and Youth Version (ICF-CY) to cleft lip and
palate. Cleft Palate-Craniofacial Journal, 49(3), 325–346.
Preston, J., Hull, M., & Edwards, M. L. (2013). Preschool
speech error patterns predict articulation and phonological
awareness outcomes in children with histories of speech
sound disorders. American Journal of Speech Language
Pathology, 22(2), 173–184.
Richman L. C, Eliason, M. J., & Lindgren, S. D. (1988).
Reading disability in children with clefts. Cleft Palate-
Craniofacial Journal, 25(1), 21–25.
Richman, L. C., & Ryan, S. M. (2003). Do the reading
disabilities of children with cleft fit into current models of
developmental dyslexia? Cleft Palate-Craniofacial Journal,
40(2), 154–157.
Roberts, R. M., Mathias, J. L., &Wheaton, P. (2012).
Cognitive functioning in children and adults with
nonsyndromal cleft lip and/or palate: A meta-analysis.
Journal of Pediatric Psychology, 37(7), 786–797.
Rudnick, E. F., & Sie, K. C. (2008). Velopharyngeal
insufficiency: Current concepts in diagnosis and
management. Current Opinion in Otolaryngology Head &
Neck Surgery, 16(6), 530–535.
Rvachew, S., & Grawburg, M. (2006). Correlates of
phonological awareness in preschoolers with speech sound
disorders. Journal of Speech, Language and Hearing
Research, 49(1), 74–87.
Samanich, J. (2009). Cleft palate. Pediatrics in Review,
30(6), 230–232.
Scherer, N. J., Oravkinova, Z., & McBee, M. T. (2013).
Longitudinal comparison of early speech and language
milestones in children with cleft palate: A comparison of
US and Slovak children. Clinical Linguistics and Phonetics,
27(6–7), 404–418.
Schonweiler, B., Schonweiler, R., & Schmelzeisen, R.
(1994). Hearing function and language skills of 417 children
with cleft palates. HNO, 42(3), 691–696.
Sell, D., Harding, A., & Grunwell, P. (1999). A screening
assessment of cleft palate speech (Great Ormond Street
measures used to obtain data on the variables of interest
and a lack of standardised data, which may have affected
the results. Specifically, the assessments used may have
impacted the possible correlation between language and
phonological awareness, and the use of a receptive
language score or core score only may have affected the
overall finding that the participants, in general, had
language within normal limits. It is also recommended that
future research explore the nature of speech production
deficits in children with CL/P, including an examination of
both cognitive-linguistic aspects of speech production (i.e.,
phonological processes) and motoric aspects of speech
production (i.e., articulatory function). Further investigation
of the extent to which environmental, and personal factors,
namely intelligence, and socioeconomic status contribute to
the phonological awareness development of children with
CL/P is required.
Clinical implications
The findings of the current study have implications for the
management of phonological awareness skills of children
with CL/P, in that they reiterate the importance of adopting
a holistic approach, where treatment is tailored to the
individual needs and circumstances of each child and
family. Further, Chapman (2011) supports the
implementation of early intervention for children with CL/P
(i.e., incorporating pre-literacy tasks) and considers such
instruction essential in reducing the impact of these deficits
in children with CL/P. Therefore, parents should be provided
with early instruction as to how to structure activities to
benefit both language, and phonological awareness skills of
children with CL/P.
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