Studies of preschool children have shown early speech and language deficits in children with cleft lip and/or palate (CLP). For some children, the deficits during kindergarten diminish as they begin school while some children continue to show delays. The purpose of this study was to determine if a relationship exists between speech and language skills and early reading skills of phonological awareness, letter identification, and rapid naming in children with and without CLP. The subjects, four kindergarten children with and four without CLP, were administered a battery of speech, language, early reading skills, and nonverbal cognition measures. Two-way analysis of variance for groups and matched pairs and correlational analyses were performed. The results revealed that the cleft group performed poorer than the noncleft group on most of the speech, language, and early reading measures. Significant correlations were found between the speech and grammatical language measures and the early reading measures.
","abstract_html":"<p>Studies of preschool children have shown early speech and language deficits in children with cleft lip and/or palate (CLP). For some children, the deficits during kindergarten diminish as they begin school while some children continue to show delays. The purpose of this study was to determine if a relationship exists between speech and language skills and early reading skills of phonological awareness, letter identification, and rapid naming in children with and without CLP. The subjects, four kindergarten children with and four without CLP, were administered a battery of speech, language, early reading skills, and nonverbal cognition measures. Two-way analysis of variance for groups and matched pairs and correlational analyses were performed. The results revealed that the cleft group performed poorer than the noncleft group on most of the speech, language, and early reading measures. Significant correlations were found between the speech and grammatical language measures and the early reading measures.</p>","abstract_has_math":false,"creators":["Lowe, Krista LeAnna"],"institution":null,"degree_name":"MS (Master of Science)","degree_level":"Thesis - unrestricted","degree_discipline":"Communicative Disorders","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-04T07:00:00Z","date_published":"2002-05-04T07:00:00Z","updated_at":"2026-07-24T02:19:07Z","subjects":["Speech-language Impairment","Early Reading Skills","Phonological Awareness","Cleft Palate","Reading Disabilities","Communication Sciences and Disorders","Medicine and Health Sciences"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/660","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Lowe, Krista LeAnna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2002-05-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communicative Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS (Master of Science)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Speech-language Impairment","Early Reading Skills","Phonological Awareness","Cleft Palate","Reading Disabilities","Communication Sciences and Disorders","Medicine and Health Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/1817/viewcontent/LoweK041502a.pdf","https://dc.etsu.edu/etd/660"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Studies of preschool children have shown early speech and language deficits in children with cleft lip and/or palate (CLP). For some children, the deficits during kindergarten diminish as they begin school while some children continue to show delays. The purpose of this study was to determine if a relationship exists between speech and language skills and early reading skills of phonological awareness, letter identification, and rapid naming in children with and without CLP. The subjects, four kindergarten children with and four without CLP, were administered a battery of speech, language, early reading skills, and nonverbal cognition measures. Two-way analysis of variance for groups and matched pairs and correlational analyses were performed. The results revealed that the cleft group performed poorer than the noncleft group on most of the speech, language, and early reading measures. Significant correlations were found between the speech and grammatical language measures and the early reading measures.
"]},{"key":"dc:title","label":"Title","values":["Early Academic Performance in Children with Cleft Lip and/or Palate."]}]}],"canonical_facts":{"dc:creator":["Lowe, Krista LeAnna"],"dc:date.issued":["2002-05-04T07:00:00Z"],"dc:description.abstract":["Studies of preschool children have shown early speech and language deficits in children with cleft lip and/or palate (CLP). For some children, the deficits during kindergarten diminish as they begin school while some children continue to show delays. The purpose of this study was to determine if a relationship exists between speech and language skills and early reading skills of phonological awareness, letter identification, and rapid naming in children with and without CLP. The subjects, four kindergarten children with and four without CLP, were administered a battery of speech, language, early reading skills, and nonverbal cognition measures. Two-way analysis of variance for groups and matched pairs and correlational analyses were performed. The results revealed that the cleft group performed poorer than the noncleft group on most of the speech, language, and early reading measures. Significant correlations were found between the speech and grammatical language measures and the early reading measures.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/1817/viewcontent/LoweK041502a.pdf","https://dc.etsu.edu/etd/660"],"dc:rights":["Copyright by the authors."],"dc:subject":["Speech-language Impairment","Early Reading Skills","Phonological Awareness","Cleft Palate","Reading Disabilities","Communication Sciences and Disorders","Medicine and Health Sciences"],"dc:title":["Early Academic Performance in Children with Cleft Lip and/or Palate."],"thesis:degree_discipline":["Communicative Disorders"],"thesis:degree_level":["Thesis - unrestricted"],"thesis:degree_name":["MS (Master of Science)"]},"updated_at":"2026-07-24T02:19:07Z"}