Academic achievement of children and adolescents with oral clefts.

ABSTRACT:

Background and objective

Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinic-based samples prone to ascertainment bias. In the first study in the United States to use a population-based sample with direct assessment, we evaluated the academic achievement of children with oral clefts relative to their classmates.

Methods

Children born with isolated oral clefts in Iowa from 1983 to 2003 were identified from the Iowa Registry for Congenital and Inherited Disorders and matched to unaffected classmates by gender, school/school district, and month and year of birth. Academic achievement was assessed by using standardized tests of academic progress developed by the Iowa Testing Programs. Iowa Testing Programs data were linked to

SUBMITTER: Wehby GL 

PROVIDER: S-EPMC4006437 | biostudies-literature | 2014 May

REPOSITORIES: biostudies-literature