Oral Reading Problems in Students with Cleft Palate, Grades 6-8.

OBJECTIVE

To investigate prevalence of oral reading problems in Thai language skills and types of oral reading based on articulation errors in students with cleft palate, Grades 6 to 8.

MATERIAL AND METHOD

Thirty students with cleft palate, Grade 6 to 8 in Northeast Thailand, were recruited for the study. Each student read a standard oral reading passage, based on The Basic Education Commission of Thailand, which consists of basic words in curriculum of Thai language for Grade 4 to 6. Oral reading scores were calculated based on criteria of The Basic Education Commission of Thailand.

RESULTS

The research findings found that prevalence of oral reading problem in students with cleft palate, Grade 6 to 8 was 16.67%; cluster was the most common problem in oral reading based on Thai language skills, followed by spelling errors, omission, repetition, missed punctuation, non-fluent reading, and addition. Oral reading types based on articulation errors were substitution 65.37%, omission 23.40%, distortion 2.25%, and addition 1.42%.

CONCLUSION

Students with cleft palate, Grade 6 to 8 were at risk of oral reading and early intervention was needed.