Hypernasality in singing among children with cleft palate: a preliminary study.

Area of Science:

• Speech-Language Pathology
• Pediatric Otolaryngology
• Vocal Pedagogy

Background:

• Children with cleft palate often experience hypernasality, affecting speech clarity.
• Hypernasality can impact communication and social interaction in children.
• Understanding factors that influence hypernasality is crucial for intervention.

Purpose of the Study:

• To investigate differences in hypernasality between speaking and singing in children with cleft palate.
• To compare perceptual ratings of hypernasality by trained and untrained listeners.
• To explore the potential of singing as a therapeutic approach for reducing hypernasality.

Main Methods:

• Twenty children (7-12 years) with cleft palate were audio-recorded speaking and singing.
• Perceptual assessment of hypernasality was conducted using a visual analogue scale (VAS).
• Listeners included speech therapists, singers, linguistic experts, a volunteer worker, and a teacher; reliability was assessed using ICC.

Main Results:

• A significant reduction in hypernasality was observed during singing compared to speaking.
• Both trained and untrained listeners perceived reduced hypernasality during singing.
• Singing was found to significantly mitigate hypernasality in this cohort.

Conclusions:

• Singing exercises show promise as a beneficial intervention for reducing hypernasality in children with cleft palate.
• The findings suggest incorporating singing into speech therapy for this population.
• Further research is recommended for objective nasality measurement during singing versus speaking.