口腔颌面裂儿童与对照组的阅读情况比较。
Reading in children with orofacial clefts versus controls.
机构信息
University of Washington, Seattle Children's Hospital, WA, USA.
出版信息
J Pediatr Psychol. 2010 Mar;35(2):199-208. doi: 10.1093/jpepsy/jsp047. Epub 2009 Jun 9.
Abstract
OBJECTIVE
To examine reading and related skills in children with and without orofacial clefts.
METHODS
Forty-two children with orofacial clefts were recruited from an urban craniofacial center. A demographically similar sample of 43 children without clefts was recruited using community advertisements and a research registry. Participants completed assessments of basic reading, phonological awareness, phonological memory, reading fluency, and rapid naming. Parents completed a semi-structured interview regarding educational and medical history.
RESULTS
Children with clefts scored significantly lower than controls on measures of basic reading, phonological memory, and reading fluency.
CONCLUSIONS
This is one of the first studies of reading in children with orofacial clefts to include a control sample. The findings suggest that children with clefts are less adept readers than demographically matched peers without clefts, supporting the need to monitor academic achievement in this population.
摘要
目的
研究有无口面裂儿童的阅读和相关技能。
方法
从城市颅面中心招募了 42 名口面裂儿童。通过社区广告和研究登记册招募了 43 名无口面裂儿童组成一个人口统计学上相似的对照组。参与者完成了基本阅读、语音意识、语音记忆、阅读流畅性和快速命名等方面的评估。家长完成了一份关于教育和医疗史的半结构化访谈。
结果
口面裂组儿童在基本阅读、语音记忆和阅读流畅性方面的得分明显低于对照组。
结论
这是对口面裂儿童阅读进行研究的首批研究之一，包括对照组。研究结果表明，口面裂儿童的阅读能力不如无口面裂的同龄人，这支持了在该人群中监测学业成绩的必要性。
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