Academic Achievement in Children With Oral Clefts Versus Unaffected Siblings

Objective To compare academic achievement in children with oral-facial clefts (OFC) with their unaffected siblings. Methods 256 children with OFC were identified from the Iowa Registry for Congenital and Inherited Disorders, and 387 unaffected siblings were identified from birth certificates. These data were linked to Iowa Testing Programs achievement data. We compared academic achievement in children with OFC with their unaffected siblings using linear regression models, adjusted for potential confounders. In post hoc analyses, we explored modifiers of siblings ’ academic performance. Results Achievement scores were similar between children with OFC and their siblings. Children with cleft palate only were significantly more likely to use special education than their unaffected siblings. Siblings ’ academic achievement was in-versely related to distance in birth order and age from the affected child. Conclusion Children with OFC and their siblings received similar achievement scores. Younger siblings, in particular, may share a vulnerabil-ity to poor academic outcomes. Key words academic achievement; orofacial cleft; sibling. Previous studies have found that children with isolated oral-facial clefts (OFC) have elevated risk for learning prob-lems, with proposed mechanisms including differences i