{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,3]],"date-time":"2026-10-03T22:26:19Z","timestamp":1791066379448,"version":"4.1.0"},"reference-count":24,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2005,9,1]],"date-time":"2005-09-01T00:00:00Z","timestamp":1125532800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["The Cleft Palate Craniofacial Journal"],"published-print":{"date-parts":[[2005,9]]},"abstract":"<jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>The purpose of this study was to examine different types of short-term memory deficits (visual versus verbal) of children with cleft and to determine what type of memory deficits were associated with reading disorders.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Design<\/jats:title>\n                    <jats:p>The study examined memory and reading in 48 consecutive cases of children with cleft, aged 7 to 9 years. A memory test designed to assess memory modalities (verbal-visual) was administered, along with tests of reading ability.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Visual and verbal memory were examined with a one-way analysis of variance (ANOVA). The memory pattern indicated greatest deficit in visual memory. Two subgroups were formed, according to whether or not there was evidence of visual memory impairment. A hit rate predicting reading disability based on group membership was calculated to be 65%. Visual memory was significantly correlated with reading ability (r = .48).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>A brief visual memory test was almost as good as Full Scale IQ in predicting reading disability.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1597\/04-128r.1","type":"journal-article","created":{"date-parts":[[2005,9,8]],"date-time":"2005-09-08T16:15:40Z","timestamp":1126196140000},"page":"565-569","source":"Crossref","is-referenced-by-count":39,"title":["Spontaneous Verbal Labeling: Visual Memory and Reading Ability in Children with Cleft"],"prefix":"10.1177","volume":"42","author":[{"given":"Lynn C.","family":"Richman","sequence":"first","affiliation":[{"name":"Dr. Richman is Professor, Department of Pediatrics University of Iowa, Iowa City, Iowa"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tammy","family":"Wilgenbusch","sequence":"additional","affiliation":[{"name":"University of Iowa, Iowa City, Iowa"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Thomasin","family":"Hall","sequence":"additional","affiliation":[{"name":"University of Iowa, Iowa City, Iowa"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2005,9,1]]},"reference":[{"key":"bibr1-04-128r.1","volume-title":"Beginning to read: Thinking and Learning About Print.","author":"Adams M.J.","year":"1990"},{"key":"bibr2-04-128r.1","volume-title":"Working Memory.","author":"Baddeley 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