{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,14]],"date-time":"2026-07-14T17:40:07Z","timestamp":1784050807865,"version":"3.55.0"},"reference-count":44,"publisher":"S. Karger AG","issue":"6","license":[{"start":{"date-parts":[[2020,12,17]],"date-time":"2020-12-17T00:00:00Z","timestamp":1608163200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.karger.com\/Services\/SiteLicenses"},{"start":{"date-parts":[[2020,12,17]],"date-time":"2020-12-17T00:00:00Z","timestamp":1608163200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.karger.com\/Services\/SiteLicenses"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Folia Phoniatr Logop"],"published-print":{"date-parts":[[2021]]},"abstract":"<jats:p>&lt;b&gt;&lt;i&gt;Introduction:&lt;\/i&gt;&lt;\/b&gt; Poor word decoding skills and writing skills can impact job opportunities and psychosocial functioning. Despite the importance of identifying possible literacy problems for the child\u2019s future performance, there seems to be no consensus on this topic in children with a cleft of the palate with or without a cleft of the lip (CP\u00b1L). The aim of this study was to investigate reading and writing skills and their relationship with linguistic processes in Dutch-speaking children with a CP\u00b1L compared to a group of children without a CP\u00b1L. &lt;b&gt;&lt;i&gt;Methods:&lt;\/i&gt;&lt;\/b&gt; Twelve children with a CP\u00b1L and 12 children without a CP\u00b1L (age range 7\u201312 years) were included in the study. The 2 groups were matched based on age, gender, and socioeconomic status. An assessment battery including language, reading, and writing tests was administered to both groups. &lt;b&gt;&lt;i&gt;Results:&lt;\/i&gt;&lt;\/b&gt; No statistically significant differences in reading and writing skills were found when comparing children with and without a CP\u00b1L. Interestingly, a moderate correlation was found between the children\u2019s reading skills and phonological awareness. Moderate correlations were also revealed between writing skills and several working memory tasks. &lt;b&gt;&lt;i&gt;Discussion\/Conclusion:&lt;\/i&gt;&lt;\/b&gt; Our findings did not provide evidence for any difference in word decoding skills and writing skills between children with a CP\u00b1L and their peers. Some linguistic processes, more specifically phonological awareness and working memory, are important factors that contribute to the child\u2019s literacy development. Identification of these linguistic skills can provide important information on the child\u2019s future reading and writing performance. Future studies should increase sample sizes to confirm these results. <\/jats:p>","DOI":"10.1159\/000512449","type":"journal-article","created":{"date-parts":[[2020,12,17]],"date-time":"2020-12-17T22:01:47Z","timestamp":1608242507000},"page":"502-512","source":"Crossref","is-referenced-by-count":6,"title":["Technical Reading and Writing Skills and Their Relationship with Linguistic Processes in Children with a Cleft (Lip and) Palate: A Comparison with 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