Cognitive linguistic abilities in school-aged children with repaired cleft lip and palate: A systematic review.

AIM &

OBJECTIVE

The present review aimed to investigate cognitive-linguistic abilities in children with cleft lip and palate (CLP) with a mean age less than 18 years, using PRISMA framework. The objective is to synthesize and provide insights into how these cognitive processes may differ between children with CLP and typically developing children.

METHOD: A comprehensive literature search was conducted across electronic databases covering studies published between January 2000 and December 2023. Seven eligible studies were included with comparison groups and were selected based on the Population, Intervention, Comparison, Outcome, and Study Design criteria outlined by Methley et al. [38]. Data extraction was performed using the Rayyan QCRI system to develop a customized form, and study quality was assessed using the Appraisal Tool for Cross-Sectional Studies. The selected studies explored various subdomains of cognitive-linguistic, such as Attention, Memory, Executive Function, and Reading comprehension, in children with Repaired CLP.

RESULTS

Children with CLP demonstrated comparable or superior performance to their typically developing peers in some attention measures, such as the continuous performance test (CPT-II), suggesting potential compensatory mechanisms. Contrasting findings regarding memory performance, including strengths in verbal memory for familiar stimuli, suggest that children with CLP may develop alternative neurological strategies for language learning. These findings emphasize that children with CLP often achieve developmental milestones comparable to their peers despite facing specific cognitive-linguistic challenges.

CONCLUSION

This review highlights the importance of understanding the Cognitive-Linguistic challenges faced by children with CLP, emphasizing the need for targeted interventions to support their academic and developmental outcomes. Early identification and tailored interventions remain pivotal to mitigating academic and developmental difficulties while supporting long-term outcomes.