J C Bell1, C Raynes-Greenow2, R Turner3, C Bower4,5, A Dodson6, W Nicholls7, N Nassar8. 1. Research Fellow, Menzies Centre for Health Policy, University of Sydney, New South Wales, Australia. 2. NHMRC Career Development Fellow, Sydney School of Public Health, University of Sydney, New South Wales, Australia. 3. NHMRC Career Development Fellow, School of Public Health and Community Medicine, University of New South Wales, New South Wales, Australia. 4. Western Australian Register of Developmental Anomalies, King Edward Memorial Hospital, Subiaco, Western Australia, Australia. 5. Senior Principal Research Fellow, Telethon Institute for Child Health Research, Centre for Child Health Research, University of Western Australia, Western Australia, Australia. 6. Evaluation and Accountability, WA Education Department, East Perth, Western Australia, Australia. 7. Clinical Research Associate, Cleft Lip and Palate and Craniomaxillofacial Unit, Princess Margaret Hospital, Subiaco, Western Australia, Australia. 8. NHMRC Principal Research Fellow, Menzies Centre for Health Policy, University of Sydney, New South Wales, Australia.
Abstract
BACKGROUND: Educational attainment is important in shaping young people's life prospects. To investigate whether being born with orofacial cleft (OFC) affects school performance, we compared school test results between children born with and without OFC. METHODS: Using record-linked datasets, we conducted a population-based cohort study of children liveborn in Western Australia 1980-2010 with a diagnosis of OFC on the Register of Developmental Anomalies, and a random sample of 6603 children born without OFC. We compared odds ratios for meeting national minimum standards in five domains (reading, numeracy, writing, spelling, grammar and punctuation), and adjusted OR (aOR) for children with cleft lip only (CLO), cleft lip and palate (CL + P) and cleft palate only (CPO) for each domain. RESULTS: Results from two testing programs (WALNA and NAPLAN) were available for 3238 (89%) children expected to participate. Most met the national minimum standards. Compared with children without OFC, children with CPO were less likely to meet minimum standards for NAPLAN reading (aOR 0.57 [95%CI 0.34, 0.96]) grammar and punctuation (aOR 0.49 [95%CI 0.32, 0.76]), WALNA writing (aOR 0.66 [95%CI 0.47, 0.92]), and WALNA and NAPLAN numeracy (aOR 0.64 [95%CI 0.43, 0.95] and aOR 0.47 [95%CI 0.28, 0.82]), respectively. Children with CL + P had significantly lower odds for reaching the spelling standard in NAPLAN tests (aOR 0.52 [95%CI 0.29, 0.94]). Children with CLO had similar odds for reaching all minimum standards. CONCLUSION: Children born with OFC, particularly children with CPO, should be monitored to identify learning difficulties early, to enable intervention to maximize school attainment.
BACKGROUND: Educational attainment is important in shaping young people's life prospects. To investigate whether being born with orofacial cleft (OFC) affects school performance, we compared school test results between children born with and without OFC. METHODS: Using record-linked datasets, we conducted a population-based cohort study of children liveborn in Western Australia 1980-2010 with a diagnosis of OFC on the Register of Developmental Anomalies, and a random sample of 6603 children born without OFC. We compared odds ratios for meeting national minimum standards in five domains (reading, numeracy, writing, spelling, grammar and punctuation), and adjusted OR (aOR) for children with cleft lip only (CLO), cleft lip and palate (CL + P) and cleft palate only (CPO) for each domain. RESULTS: Results from two testing programs (WALNA and NAPLAN) were available for 3238 (89%) children expected to participate. Most met the national minimum standards. Compared with children without OFC, children with CPO were less likely to meet minimum standards for NAPLAN reading (aOR 0.57 [95%CI 0.34, 0.96]) grammar and punctuation (aOR 0.49 [95%CI 0.32, 0.76]), WALNA writing (aOR 0.66 [95%CI 0.47, 0.92]), and WALNA and NAPLAN numeracy (aOR 0.64 [95%CI 0.43, 0.95] and aOR 0.47 [95%CI 0.28, 0.82]), respectively. Children with CL + P had significantly lower odds for reaching the spelling standard in NAPLAN tests (aOR 0.52 [95%CI 0.29, 0.94]). Children with CLO had similar odds for reaching all minimum standards. CONCLUSION:Children born with OFC, particularly children with CPO, should be monitored to identify learning difficulties early, to enable intervention to maximize school attainment.
Authors: Vikram C Mathad; Nancy Scherer; Kathy Chapman; Julie M Liss; Visar Berisha Journal: IEEE Trans Biomed Eng Date: 2021-09-20 Impact factor: 4.756
Authors: Chunfeng Yun; Zhenjie Wang; Ping He; Chao Guo; Gong Chen; Xiaoying Zheng Journal: Int J Environ Res Public Health Date: 2016-11-23 Impact factor: 3.390
Authors: Christina Dardani; Laurence J Howe; Nandita Mukhopadhyay; Evie Stergiakouli; Yvonne Wren; Kerry Humphries; Amy Davies; Karen Ho; Seth M Weinberg; Mary L Marazita; Elisabeth Mangold; Kerstin U Ludwig; Caroline L Relton; George Davey Smith; Sarah J Lewis; Jonathan Sandy; Neil M Davies; Gemma C Sharp Journal: Int J Epidemiol Date: 2020-08-01 Impact factor: 7.196