Author: Arooj Karim
Supervisor: Aasma Yousaf, Sharmeen Aslam Tarar,Rukhsana Kausar PhD
Degree: MS
Year: 2014-2016
University: Centre for Clinical Psychology, Punjab University, Lahore, Pakistan
Abstract
The current study investigated the speech sound errors and 1itcy
skills in children with Orofacial Clefts i.e., cleft lip and palate and
cleft palate. It was hypothesized that (a) Children with cleft lip
and palate are likely to have more speech sound errors as compare
to children with cleft palate, (b) Children with cleft palate are
likely to have poor reading skills as compare to children with cleft
lip and palate, (c) There are likely to be differences in writing
skills in children with cleft palate and cleft lip and palate, (d)
Speech sound errors are likely to have negative relationship with
reading skills in children with orofacial clefts i.e., cleft lip and
palate and cleft palate, (e) Speech sound errors are likely to have
relationship with writing skills in children with Orofacial Clefts
(f) Speech sound errors and demographic characteristics are likely
to predict reading skills in children with orofacial clefts (g)
Speech sound errors and demographic characteristics are likely to
predict writing skills in children with Orofacial Clefts. Sample
was selected through purposive sampling strategy that was
consisted of two groups i.e., cleft lip and palate (n=18) with age
range of 8-15 years and cleft palate (n= 24) with age range from
8-16 years. Checklist of Orofacial Clefts (Cleft lip, palate, cleft
palate), Slosson Intelligence Test Revised (SIT-R=3) (Slosson,
Nicholson & Hibshpman, 2002) and Diagnostic Statistical
Manual-V Checklist (Naz, et al., 2015) were administered
respectively to screen out the children according to inclusion and
exclusion criteria. After that Demographic Informational
Questionnaire, The Annual Status of Education Report (Urdu
Literacy Assessment) (ASER, 2015), Curriculum Based
Measurement – Written Expression (Wright, 1992), Word list for
articulation and phonological processes (Shabbir & Zahra, 2016)
and Community Developed VPI Screener (Langman, 2010) were
administered respectively. Independent Sample t-test indicate no
significant differences in speech sound errors, reading and writing skills between children with cleft lip and palate and cleft palate. Correlation analysis revealed significant negative relationship
between speech sound errors and reading skills in children with
cleft palate. However no relationship was found between speech
sound errors and reading skills in children with cleft lip and
palate. Significant negative correlation was also found between
speech sound errors and writing skills in both groups i.e., cleft lip
and palate and cleft palate. Age, father’s education, learning
problems and speech sound errors were the identified predictors
for reading skills however predictors of writing skills were age,
generalized anxiety problems and learning problem in children
with Orofacial Clefts i.e., cleft lip and palate and cleft palate. This
research would be helpful for speech therapists to educate the
parents of children with Orofacial Clefts in constructive way
related to the importance of speech therapy for the betterment of
literacy skills.
Keywords: Speech Sound Errors, Litçy Skills, Orofacial clefts.
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