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Method of Studying Palatal Fusion using Static Organ Culture
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Academic Achievement Among Children With Nonsyndromic Orofacial Clefts : A Population-Based Study
Stephanie E Watkins1, Robert E Meyer2, Arthur S Aylsworth3
1Women's and Children's Health Section, Division of Public Health, Raleigh, NC, USA.
Summary
Children with orofacial clefts (OFCs) may face academic challenges. Nonsyndromic OFCs, particularly cleft lip and palate (CL+P), are linked to lower reading and math performance, necessitating academic support.
Area of Science:
- Pediatric Health
- Developmental Psychology
- Genetics
Background:
- Orofacial clefts (OFCs) are common birth defects.
- Children with OFCs may exhibit learning difficulties and academic underachievement.
- Nonsyndromic OFCs (NS-OFCs) are not associated with other genetic syndromes.
Purpose of the Study:
- To investigate the association between NS-OFCs and academic performance in reading and math.
- To compare end-of-grade (EOG) test results in children with NS-OFCs versus unaffected peers.
- To analyze academic performance from third through eighth grade.
Main Methods:
- A cohort of 559 children with NS-OFCs and 6822 controls was identified.
- Cleft types included cleft lip (CL), cleft lip with cleft palate (CL+P), and cleft palate only (CP).
- Logistic and longitudinal regression analyses estimated the odds of not meeting grade-level standards.
Main Results:
- Children with NS-OFCs were more likely to not meet grade-level standards in reading (OR: 1.22) and math (OR: 1.17).
- Children with CL+P showed higher odds of not meeting standards in reading (OR: 1.33) and both subjects (OR: 1.74).
- The rate of change in test scores was similar between groups.
Conclusions:
- Children with CL+P exhibit the poorest academic performance.
- Findings suggest a link between OFCs, brain development, and academic outcomes.
- Monitoring academic performance and providing timely interventions are crucial for affected children.
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