Lippen-, Kiefer- und Gaumenspalten: Kognition und Spracherwerb

Zusammenfassung

Seit mehr als 50 Jahren untersucht man, ob die kognitiven Fähigkeiten bzw. der Spracherwerb von Kindern mit Lippen-, Kiefer- und Gaumenspalten (LKG-Spalten) im Vergleich zu Kindern ohne Spaltfehlbildung unterschiedlich sind. Während zunächst keine gravierenden Unterschiede aufgedeckt werden konnten, zeichnen aktuelle Studien, die auch Kleinkinder und Erwachsene einbeziehen und die Prävalenz von Lernstörungen sowie die biologischen Grundlagen kognitiver Prozesse untersuchen, jedoch ein differenziertes Bild [1].

Im Folgenden soll, in enger Anlehnung an die Übersicht von Hardin-Jones [1], ein Überblick über die aktuelle Studienlage gegeben werden.

Abstract

The cognitive and language development of children with cleft palate±lip (CPL) have been investigated for more than 50 years. Early studies in this field of research did not report on major differences between the language or cognitive abilities of children with CPL and their normally developing peers. Most of these early studies used general IQ tests as a tool. More recent studies, however, do report on differences. These studies also consider toddlers and adults and investigate the prevalence of learning disorders as well as the biological basis for cognitive processes. In which way these language and cognitive deficits manifest themselves will be outlined in the following on the basis of Hardin-Jones’ review article.

Schlüsselwörter

Lippen-, Kiefer- und Gaumenspalten (LKG-Spalten) - velopharyngealer Abschluss - Sprachentwicklung - kognitive Entwicklung

Key words

cleft palate with/without lip - velopharyngeal closure - language acquisition - cognition

• Literatur

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