Scholarly Article Critique
Running head: SCHOLARLY ARTICLE CRITIQUE
Jennifer P. McCord
Scholarly Article Critique
Grand Canyon University
Scholarly Article Critique The problem as stated appeared to be of profound significance for determining how to best benefit children with cleft type who have a learning disability in reading. While this may be true, the study resonates that there are signs of inconclusiveness. To specifically address shortcomings to the study, however, the stated problem was not clearly visible to an average reader. The article required several readings to establish the direction the researchers were going with the study. As well as, why the researchers felt this study needed to be done. Undoubtedly, it was limited to the researchers’ capabilities and available resources. This study compared the responses of children with cleft lip and palate to children with cleft palate only who were evaluated using the same set of neuropsychological assessment variables on the basis of the specific type of reading ability being experienced. It has previously been shown that children with cleft lip and palate are more likely to display only a variable expressive deficit, while children with a cleft of the palate only were found to have a higher frequency of underlying symbolic language deficit in addition to verbal expressive problems (Richman, 1980). Previous studies have demonstrated that the ability to segment words into phonetic units (phonic segmentation) is often deficient in children who are reading disabled (Shankweiler and Leiberman, 1976). The concise and well stated purpose of this study clearly agreed with the title of the article. In as much as it was necessary to read and reread the article several times, finally the point of the study was understandable. Moreover, the purpose did agree with the title and should have had a significant impact on educating children with language deficiencies. Objectively, the purpose of the study was twofold.
Jennifer P. McCord
Scholarly Article Critique
Grand Canyon University
Scholarly Article Critique The problem as stated appeared to be of profound significance for determining how to best benefit children with cleft type who have a learning disability in reading. While this may be true, the study resonates that there are signs of inconclusiveness. To specifically address shortcomings to the study, however, the stated problem was not clearly visible to an average reader. The article required several readings to establish the direction the researchers were going with the study. As well as, why the researchers felt this study needed to be done. Undoubtedly, it was limited to the researchers’ capabilities and available resources. This study compared the responses of children with cleft lip and palate to children with cleft palate only who were evaluated using the same set of neuropsychological assessment variables on the basis of the specific type of reading ability being experienced. It has previously been shown that children with cleft lip and palate are more likely to display only a variable expressive deficit, while children with a cleft of the palate only were found to have a higher frequency of underlying symbolic language deficit in addition to verbal expressive problems (Richman, 1980). Previous studies have demonstrated that the ability to segment words into phonetic units (phonic segmentation) is often deficient in children who are reading disabled (Shankweiler and Leiberman, 1976). The concise and well stated purpose of this study clearly agreed with the title of the article. In as much as it was necessary to read and reread the article several times, finally the point of the study was understandable. Moreover, the purpose did agree with the title and should have had a significant impact on educating children with language deficiencies. Objectively, the purpose of the study was twofold.
References: Eliason, M. & Richman, L. C. (1984). Type of Reading Disability Related to Cleft Type and Neuropsychological Patterns Sherman (Eds.), Cleft Palate and Communication, Academic Press, New York. Retrieved July 4, 2010 from http://digital.library.pitt.edu/c/cleftpalate/pdf/e20986v21n1.02.pdf Morris, H. L., (1962). Communication skills of children with cleft lip and palates, J. Speech Hear http://digital.library.pitt.edu/c/cleftpalate/pdf/e20986v21n1.02.pdf Morrison, S., (1955) 20: 347-351 Retrieved July 4, 2010 from http://digital.library.pitt.edu/c/cleftpalate/pdf/e20986v21n1.02.pdf Richman, L. C., (1980). Cognitive patterns and learning disabilities in cleft palate children with verbal deficits, J 4, 2010 from http://digital.library.pitt.edu/c/cleftpalate/pdf/e20986v21n1.02.pdf Spriesterbach, D cleft lips and palates, J. Speech Hear. Dis., 21: 436-445. Retrieved July 4, 2010 from http://digital.library.pitt.edu/c/cleftpalate/pdf/e20986v21n1.02.pdf