Articulation Skills Research Articles

Leveraging visual media to improve articulation skills in children with hearing impairments

Background: Early childhood is a critical period for language and communication development. Deaf children often face significant challenges in acquiring articulation skills due to hearing impairments, which impact their ability to communicate effectively. Despite various interventions, there remains a need for effective, evidence-based strategies to support these skills.Aim: This study aims to evaluate the effectiveness of picture media in improving articulation skills in children with hearing impairments. By focusing on articulation rather than broader language skills, this research addresses a gap in existing literature.Method: A qualitative approach was employed, involving observations, interviews, and documentation to collect data over six months. The study analyzed changes in articulation skills in a deaf child before and after interventions using picture media. Instruments included standardized articulation tests and feedback from parents and teachers.Result: Findings reveal that picture media significantly enhance articulation skills, enabling children to associate sounds with visual cues effectively. Specific improvements were observed in the pronunciation of vowels and consonants, with gradual progress in constructing syllables and words. Unlike prior studies that primarily explore vocabulary development or general communication in deaf children, this research uniquely focuses on the direct impact of picture media on articulation skills. The study offers evidence-based insights for developing targeted educational interventions for children with hearing impairments.Conclusion: This study confirms the importance of using visual media, especially pictures, in the learning of children with hearing loss. This approach is not only effective in improving articulation skills but also supports children's optimal communication potential. Thus, picture media can be an important tool in inclusive education for deaf children.

Exploring the cognitive processes of pharmacy students when writing reflective reports

ABSTRACT This study examines the reflective writing process of pharmacy students during clinical clerkships using a mixed-methods approach. Quantitative study, using both objective and subjective evaluation axes (i.e. Tsingos’ rubric and Groningen Reflection Ability Scale), revealed the characteristics and patterns of 45 pharmacy students’ reflective writing at a university hospital in Japan, which were categorized into four groups. Qualitative study identified the cognitive and affective factors influencing 25 students’ reflective writing processes across the four groups at each stage of Boud’s reflection model. The findings highlight key aspects for enhancing reflective writing and deepening the level of reflection: understanding the significance of reflection, responding to feelings, perception of repeated experiences, and articulation skills. These insights support to enhance reflective writing, ultimately improving personalized feedback and fostering deeper reflection in pharmacy education.

The connection between articulatory skill and higher-level executive function in monolinguals and bilinguals

While the existence of a bilingual advantage in higher-level executive function remains controversial, recent studies showed bilinguals consistently outperform monolinguals in learning new patterns of pronunciation (in both natural or artificially constructed novel dialects). Since audition and articulatory control are involved in this type of learning, the question arises to what extent these lower-level functions are enhanced in people with superior performance on phonetic learning tasks. Dugaillard & Spinu (2019) found that sequential bilinguals outperformed monolinguals and simultaneous bilinguals on a tongue-twister task (Goldrick & Blumstein 2006, McMillan&Corley 2010), suggesting an advantage in articulatory skill. In the current study, we aim to replicate the original findings with a new group of bilinguals and further explore the connection of articulatory skill with one aspect of executive function (i.e. interference/conflict resolution). The experimental tasks include (1) reading artificially constructed tongue-twisters such as “kifkivkivkif” three times in succession, matching a 150 bps rhythm on a metronome, and (2) a classic Simon task asking participants to react or inhibit their response to congruent and incongruent stimuli. We expect the findings to shed more light on the bilingual advantage phenomenon and the connection between lower- and higher-level cognitive functions in both populations.

Speech Sounds Production, Narrative Skills, and Verbal Memory of Children with 22q11.2 Microdeletion.

22q11.2 deletion syndrome (22q11.2DS), the most frequent microdeletion syndrome in humans, is related to a high risk of developing neurodevelopmental disorders. About 95% of patients with 22q11.2DS have speech and language impairments. Global articulation, story generation, and verbal memory tests were applied to compare articulatory characteristics of speech sounds, spontaneous language abilities, and immediate verbal memory between four groups of Serbian-speaking children: patients with 22q11.2DS, children with clinical presentation of 22q11.2DS that do not have the microdeletion, children with non-syndromic congenital heart defects, and their peers with typical speech-sound development. The obtained results showed that children with this microdeletion have impaired articulation skills and expressive language abilities. However, we did not observe weaker receptive language skills and immediate verbal memory compared to healthy controls. Children with 22q11.2DS should be considered a risk category for the development of speech-sound pathology and expressive language abilities. Since speech intelligibility is an instrument of cognition and adequate peer socialization, and language impairment in school-aged children with 22q11DS might be an indicator of increased risk for later psychotic symptoms, patients with 22q11.2 microdeletion should be included in a program of early stimulation of speech-language development immediately after diagnosis is established.

The moderating role of L2 proficiency in the predictive power of L1 fluency on L2 utterance fluency

The current study examined the extent to which first language (L1) utterance fluency measures can predict second language (L2) fluency and how L2 proficiency moderates the relationship between L1 and L2 fluency. A total of 104 Japanese-speaking learners of English completed different argumentative speech tasks in their L1 and L2. Their speaking performance was analysed using measures of speed, breakdown, and repair fluency. L2 proficiency was operationalised as cognitive fluency. Two factor scores of cognitive fluency—linguistic resources and processing speed—were computed based on performance in a set of linguistic knowledge tests capturing vocabulary knowledge, morphosyntactic processing, and articulatory skills. A series of generalised linear mixed-effects models revealed small-to-moderate effect sizes for the predictive power of L1 utterance fluency measures on their L2 counterparts. Moderator effects of L2 proficiency were found only in speed fluency measures. The relationship between L1 and L2 speed fluency was weaker for L2 learners with wider L2 linguistic resources. Conversely, for those with faster L2 processing speed, the L1-L2 link tended to be stronger. These findings indicate that the L1-L2 fluency link is subject to the complex interplay of phonological differences between learners’ L1 and L2 and their L2 proficiency, offering implications for diagnostic speaking assessment.

StyleSinger: Style Transfer for Out-of-Domain Singing Voice Synthesis

Style transfer for out-of-domain (OOD) singing voice synthesis (SVS) focuses on generating high-quality singing voices with unseen styles (such as timbre, emotion, pronunciation, and articulation skills) derived from reference singing voice samples. However, the endeavor to model the intricate nuances of singing voice styles is an arduous task, as singing voices possess a remarkable degree of expressiveness. Moreover, existing SVS methods encounter a decline in the quality of synthesized singing voices in OOD scenarios, as they rest upon the assumption that the target vocal attributes are discernible during the training phase. To overcome these challenges, we propose StyleSinger, the first singing voice synthesis model for zero-shot style transfer of out-of-domain reference singing voice samples. StyleSinger incorporates two critical approaches for enhanced effectiveness: 1) the Residual Style Adaptor (RSA) which employs a residual quantization module to capture diverse style characteristics in singing voices, and 2) the Uncertainty Modeling Layer Normalization (UMLN) to perturb the style attributes within the content representation during the training phase and thus improve the model generalization. Our extensive evaluations in zero-shot style transfer undeniably establish that StyleSinger outperforms baseline models in both audio quality and similarity to the reference singing voice samples. Access to singing voice samples can be found at https://stylesinger.github.io/.

Hubungan Intensitas Interaksi Sosial Dengan Kemampuan Artikulasi pada Anak Hearing Impairment di SLB YRTRW Surakarta

Abstract Background: Some people have problems in social interaction with different factors. One of those who experience communication disorders in social interactions, namely children with Hearing Impairment. The auditory system provides information about the acoustic effects of articulation. Auditory feedback is very important in coordinating articulation processes, because the purpose of speech is to produce intelligible acoustic signals. The prevalence from the Ministry of Social Affairs in 2019, among persons with disabilities in Indonesia, 7.03% are persons with hearing disabilities. Purpose: This study aims to determine whether there is a relationship and description of the intensity of social interaction with articulation skills in children with Hearing Impairment at SLB YRTRW Surakarta. Methods: This research is a quantitative study using descriptive methods through a correlational design. The sampling technique was carried out by purposive sampling with a population of 108 people and a sample of 25 people. Research Results: Based on the research results obtained from data analysis using the Spearman rank analysis test there is a significance value (ρ) of 0.292, which means a significance value (ρ) > 0.05. Then the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. The correlation coefficient (r) between the intensity of social interaction and articulation skills is (r) = -0.219, which means that it has no relationship with weak strength. Conclusion: There is no relationship between the intensity of social interaction and articulation skills in children with Hearing Impairment at SLB YRTRW Surakarta. Keywords: Social Interaction, Articulation Ability, Hearing Impairment

장애학생들의 랩을 활용한 음악공연(랩 교가, 퓨전 합창) 경험에 관한 사례연구

Objectives This study aims to conduct a qualitative case study exploring the experiences of students with disabilities in musical performances utilizing rap.
 Methods At the ○○ Special School in Chungnam, a total of 38 participants engaged in the musical performance, which included four teachers covering roles such as accompanists, drummers, and vocals, alongside students from middle school to specialized courses. Rehearsals took place twice a week for two hours from April 16th to 27th, 2018. The primary participants in the study were six students with developmental disabilities, and secondary participants included seven individuals: administrators, educators, school superintendents, and local community members. Using a qualitative case study approach, the research delves into the students’ experiences with a learner-centered program that featured a rap school song and a fusion choral performance. Data collection mainly consisted of in-depth interviews conducted over eight sessions during the music performance preparation phase, supplemented with participant observations. To ensure the credibility and validity of the qualitative research, techniques such as peer reviews, expert meetings, and the triangulation method were employed.
 Results The findings are as follows. First, the introduction of rap through a rap school song and fusion choral signaled a turning point in education. Initially, administrators and faculty exhibited skepticism, deeming it unfeasible. However, students displayed a mix of unfamiliarity, curiosity, and preconceived notions about traditional music education, hinting at an impending challenge. Second, the dual concerto of empathy and tailored instruction served as a motivating factor to unleash the potential of students with disabilities. Significant changes were observed in trust and class participation levels when the teacher-student relationship harmonized (師弟同行). This musical reinforcement brought about improvements in autonomy, classroom attitude, expressiveness, prejudice reduction, enhanced interaction, and improved articulation skills, thereby demonstrating the possible within the impossible. Tailored, learner-centered education showcased its potential to transform negative aspects into positive elements for students, educators, and stakeholders alike. Third, through the bond of musical understanding, everyone came together in harmony, leaving a lasting warmth and fragrance. This became an opportunity to shift perceptions on disabilities from bias to equality. The music performance surpassed the expectations of all participants, marking a time of new challenges and achievements, leaving an indelible impact on the educational landscape.
 Conclusions The utilization of rap in the musical experiences of students with disabilities revealed the potential to bring about positive effects, showcasing the harmony of empathy and tailored instruction. Therefore, this study can provide a foundation and play a pivotal role in implementing learner-centered music education.

Тhe role of auditory feedback in voice control with normal and impaired hearing

Control of speech fulfilled by cooperation between feedforward control and feedback control. Feedforward control activates program of articulation, whereas feedback control carries acoustic and sensorimotor information about pronounced utterance. Their complementary speech control function described by the DIVA model, which based on adjustment of auditory and proprioceptive signals relatively to program of articulation in nerve centers. The inconsistency between the sensory information received via feedback and the presentation of the acoustic signal in the auditory nucleus causes corrective commands. Auditory feedback is necessary for the correct development of children’s articulatory skills, i.e. forming feedforward control. For this reason, prelingually deafened adults have significant articulation impairments due to immature articulatory skills. In postlingual deafness, the previously forming feedforward control allows pronounce phonemes successfully. However, in people with sensorineural hearing loss, control of phonation and articulation through the auditory feedback deteriorates, which expressed by an increase of voice intensity, changes in the speech spectral characteristics and instability in frequency and amplitude. Similar speech changes are found in speakers with normal hearing in the presence of noise that masks the speaker’s voice (Lombard effect). In noise, voice intensity increase, spectral characteristics of speech shift to the high-frequency region, and increase the amplitude and speed of articulatory movements (hyperarticulation). This speech reorganization is an adaptation of the speaker’s own voice to background noise, which purpose is to unmask the speech and restore auditory feedback control.

IMPLEMENTATION OF PHONETIC PLACEMENT METHOD ON ARTICULATION DISORDER OF DOWN SYNDROME CLIENT

down syndrome is the most common chromosomal disorder that causes intellectual disability. Articulation disorder is one of the symptoms found in down syndrome. The condition is affected by macroglossia, muscle hypotonia, lack of control over lips and tongue and motor deficiency. The need for early intervention through speech therapy, physiotherapy, and occupational therapy as well as medical attention for various health problems that occur. Method: using Single Subject Research, with one group pretest-posttest design. The participant was a female aged 8:5 years with articulation disorder on /p/ at the start of a word and had never received speech therapy. Data collection was done through interviews with the client's parents, direct observation of the client, tests, and document studies. Speech therapy was conducted for 10 sessions with an emphasis on bilabial phonetic placement exercises. Perceptual assessment by comparing the ability to produce /p/ at the start of a word before and after therapy. Results: in the post speech therapy assessment, there was an increase of 60%. Conclusion: Interventions given to clients to help articulation skills through the phonetic placement method. After the intervention was carried out for 10 sessions, a post test was carried out on the client and there were changes in the client's articulation ability in this case. Suggestion: further research is needed so that it can be a reference in handling articulation disorders in down syndrome conditions.

APPLICATION OF MOTOR SENSORY APPROACH TO IMPROVE ARTICULATION SKILLS IN CHILDREN WITH INTELLECTUAL DISABILITIES

Several studies have shown that speech sound disorders in children with intellectual disabilities impact communication with their environment. They have more difficulty with expressive language and speech intelligibility than receptive. Interventions are needed to improve speech skills, especially in articulation skills. Purpose: This study aims to determine the effect of sensory motor methods in improving articulation skills. Method: using a single subject experiment, using a one group pretest-posttest design. The participant is a girl aged 7:6 years old with articulation disorder on consonants /p/, /b/, /m/, /n/, /w/, /t/, /d/, /k/, /g/, /ŋ/, /j/, /c/, /f/, /w/, /v/, /h/, /r/, /y/, /z/, /fr/, /br/, /dw/, /gr/, /kl/, /pr/, /sk/, /sp/, /st/, /sw/. Data collection was done through interviews with the client's parents, direct observation of the client, and tests. Speech therapy was conducted for 10 sessions with an emphasis on sensory-motor integration. Perceptual assessment was carried out by comparing the ability to produce the phoneme /p/ in the initial position of the word with a combination of vowels /a/ before and after therapy. Results: in the post speech therapy assessment, there was an increase of 40%. Conclusion: from the therapy activities for 10 session with the Sensory Motor Approach, the client was quite successful in producing /p/ in the initial position of the word with a combination of vowels /a/. Suggestion: this study suggests designing a therapy cycle in order to find out the effectiveness of the Sensory Motor Approach more deeply.

WAYS OF TRAINING ENGLISH PRONUNCIATION THROUGH TONGUE TWISTERS: EXPERIENCE OF POLTAVA UNIVERSITY OF ECONOMICS AND TRADE

The article focuses on some new approaches to teaching Practical Phonetics of English for the students majoring in Philology on the university level. The formation of phonetic skills is an indispensable condition for adequate understanding of a language message, accuracy of expression of thought and performance of a communicative function in language. It is stated that the goal of teaching phonetic material means forming comprehension, pronunciation, rhythmic, and intonation skills.
 One of the commonly applied algorithms of forming and improving students’ articulation skills is discussed but the authors focus on one of the stages of it and offer an example of using tongue twisters for practicing pronunciation of sounds. The research shows how to move from purely receptive exercises to receptive and reproductive ones, in which two goals are combined – the formation of listening and speaking skills.
 Experience has shown that the application of this strategy deepens the knowledge of basic rules of pronunciation, helps to master the articulation of those sounds that are not typical for the student’s mother tongue, as well as increases the motivation of students to study English in general and makes them sound more natural while speaking English.

Korean–English Bilingual Children's Productions of Korean and English /l/

Purpose: The aim of this study was to examine acoustic characteristics of Korean–English (KE) bilingual children's productions of Korean and English /l/ sounds. Specifically, individual variability in KE bilingual children's productions of Korean and English /l/ was examined in relation to each child's initial age and duration of exposure to their first and second languages. Method: A total of five KE bilingual children, ranging in age between 5 and 8 years, were included in this study. Each KE child produced word-initial (WI) and -final (WF) English /l/ and WF Korean /l/ embedded in monosyllabic words, using a picture naming task. English /l/ productions of monolingual American English (AE)–speaking children were also included. Productions of AE children were from an existing large data set that includes English WI and WF /l/ productions. The AE group was included as a control group for the productions of English /l/ of the same dialect. First (F1) and second formant frequency (F2) values extracted at the /l/ midpoint and Euclidean distance (ED) between English WI and WF /l/ were analyzed and compared across the productions. Results: KE children produced Korean WF /l/ with significantly higher F2–F1 values than their English counterparts and AE children's WF /l/. Acoustic patterns of KE English WI /l/ were similar to those of AE WI /l/, but variations were seen by the initial age and duration of their exposure to English. Mean ED values between English WI and WF /l/ also differed by KE children's initial age and duration of exposure to English. Conclusions: These results showed that KE children produce Korean and English WF /l/ with acoustic distinctions, but their patterns vary by the initial age and duration of their exposure to English and Korean. These findings suggest that a more detailed language background should be considered when working with bi-/multilingual children to accurately assess and examine their articulation skills.

An Early Intervention Program to Optimize Articulation Skills in Deaf Children

An Early Intervention Program to Optimize Articulation Skills in Deaf Children

The Effect of Therapy on the Articulation Skills of Children with Hearing Loss

The Effect of Therapy on the Articulation Skills of Children with Hearing Loss

Hubungan antara Kemampuan Mengunyah Makanan dengan Kemampuan Artikulasi pada Anak Down Syndrome di Samarinda

Background:Skills in the process of eating will develop from an early age and allow for textural transitions that start from accepting a single texture into a variety of textures. Chewing problems are usually caused by abnormalities in the organs involved in the chewing process. Chewing activities involve good cooperation between the muscles of the face, lips, jaw and tongue, where the neuromotor function also help in clarity of articulation (Ganny, 2021)
 Purpose:This study aims to determine the relationship between the ability to chew food with articulation skills in children down syndrome in Samarinda
 Method:This research is quantitative by design correlation research. A sample of 33 samples based on inclusion criteria. Sampling technique viz cluster sampling with statistical tests using contingency coefficient
 Thesis Results:There is a relationship between the ability to chew food with articulation skills in children with Down syndrome in Samarinda. The result of the contingency correlation test was 0.009 <0.05 so that H0 was rejected and Ha was accepted. The correlation value is .416, the strength of the relationship is moderate/sufficient and the direction of the correlation is positive.
 Conclusion:There is a relationship between the ability to chew food with articulation skills in children down syndrome in Samarinda

How does the music that students listen to affect their level of musical literacy? Comparative analysis of Chinese students’ musical literacy formed with modern online technologies in the context of music and non-music academic majors

ABSTRACT The aim of this paper is to determine both the influence of musical compositions’ genres on the students’ musical literacy formed using artificial intelligence technologies and the musical literacy skills among music and non-music major students. Accordingly, the method of analysis was used to identify the most common musical genres in the Chinese music education system. The genres prevailed in the following order: folk music, Western classical music, Chinese opera music, Qi genre, vocal chamber music, and pop music. Identifying genres of music was necessary to examine the impact of each on the development literacy skills in music. The development of music teaching approaches was based on the use of online technology. The technology contributed to the improvement of melodic skills with SwiftScales; articulation skills with Learn Singing; and expressive performance with Singscope. The research findings suggested that students of music majors were more likely to recognize the genres of musical composition (24%) after training, whereas students pursuing non-music majors developed linguistic abilities (27%). The study also revealed that minimal musical knowledge among music students contributes to the improvement of literacy skills in music ( k = 0.82). Non-music students primarily develop memory ( k = 0.84), with improved musical literacy skills as a result of knowledge accumulation.

Reeducarea tulburărilor specifice de articulare a vorbirii determinate de dezechilibru muscular orofacial cu ajutorul terapiei logopedice miofuncționale

Phonetic disorders are errors of articulation and resonance of phonemes, which, in the presence or absence of organic changes in the phonoarticulatory organs, persist beyond the acquisition of perceptual and articulatory skills. For the correct production of each vowel/consonant, the structures of the articulatory apparatus come into contact in a variable way, following finely coordinated movements, and adopt a certain position to allow the correct emission of the sound. Orofacial muscle imbalances and disorders are disorders of the muscles and functions of the face and mouth. These can directly and/or indirectly affect breastfeeding, growth and development of the facial skeleton, mastication, swallowing, resting position of the tongue, speech- phonemic articulation, occlusion, temporomandibular joint (TMJ) movements, oral hygiene, stability of orthodontic treatment, facial aesthetics and others. The correct swallowing mechanism depends on the correct relationship between the muscles of the face, mouth and pharyngo-laryngeal region, but also on a balance of the entire body system. Another important element that must be taken into account, in particular, is the resting position of the tongue. Dysfunctional swallowing - refers to a condition in which there is an alteration of the mouth-lingual movements in the act of swallowing. Balancing the oro-facial musculature through education - re-education of deviant swallowing, breathing and mastication difficulties, phonatory verbal articulation alterations, malocclusion and painful symptoms of the temporomandibular joint, in different age groups is done through TMF (Myofunctional Therapy). Myofunctional therapy can lead to stable correction of swallowing abnormalities, with positive effects for correcting speech articulation disorders.

Is Articulation Assessment via Synchronous Telepractice as Reliable as In-Person Assessment?

This study aimed to determine whether articulation assessment via telepractice is as reliable as in-person assessment. Thirty-four children aged 4-11 years with speech sound disorder (SSD) participated in the study. The Articulation Subtest (SET) of the Turkish Articulation and Phonology Test (SST) was used to assess the children's articulation skills. The study's procedures comprised two stages. First, in the Baseline Pilot Stage, five speech-language pathologists (SLPs; four graduate SLPs and one SLP with a PhD degree) conducted in-person assessments on seven children, and their agreement was examined (α for five SLPs = .950; p < .0001). In the Main Assessment Stage, four SLPs assessed 27 children synchronously on four separate days through either online (two SLPs) or in-person (the other two SLPs) clinician roles, which changed daily. Online evaluators did not use microphones and headphones to avoid any advantage. The agreement among the four raters was examined by calculating the intraclass correlation coefficient. The results revealed an excellent level of agreement regarding overall assessment between online and in-person clinicians (p < .0001). All articulation manners were acceptable, good, or excellent. However, some sounds' (α < .7 for /d/, /ɣ/, /b/; α < .8 for /p/, /ʃ/, /t/, /l/, /v/) reliability levels were relatively low compared with others. There may be certain restrictiveness regarding discriminating visual or auditory clues related to certain phonemes in a telepractice environment. This restrictiveness may be related with sonority and with differentiation between minimal pairs where visual clues are limited.

Longitudinal data on speech outcomes in internationally adopted children compared with non-adopted children with cleft lip and palate.

At the beginning of the 21st century, international adoptions of children with cleft lip and/or palate increased dramatically in Sweden. Many children arrived partially or totally unoperated, despite being at an age when palatoplasty has usually been performed. To date, the speech development of internationally adopted (IA) children has been described up to age 7-8 years, but later development remains unstudied. To investigate speech development between ages 5 and 10 years in children born with cleft lip and palate (CLP) adopted from China and to compare them with non-adopted (NA) children with CLP. A secondary aim was to compare the frequencies of secondary palatal surgery and number of visits to a speech and language pathologist (SLP) between the groups. In a longitudinal study, 23 IA children from China were included and matched with 23 NA children born in Sweden. Experienced SLPs blindly reassessed audio recordings from routine follow-ups at ages 5 and 10 years. Velopharyngeal function (VPF) was assessed with the composite score for velopharyngeal competence (VPC-Sum) for single words and rated on a three-point scale (VPC-Rate) in sentence repetition. Target sounds in words and sentences were phonetically transcribed. Per cent correct consonants (PCC) were calculated at word and sentence levels. For in-depth analyses, articulation errors were divided into cleft speech characteristics (CSCs), developmental speech characteristics (DSCs) and s-errors. Information on secondary palatal surgery and number of visits to an SLP was collected. VPF differed significantly between the groups at both ages when assessed with VPC-Sum, but not with VPC-Rate. Regardless of the method for assessing VPF, a similar proportion in both groups had incompetent VPF but fewer IA than NA children had competent VPF at both ages. IA children had lower PCC at both ages at both word and sentence levels. More IA children had CSCs, DSCs and s-errors at age 5 years, and CSCs and s-errors at age 10. The development of PCC was significant in both groups between ages 5 and 10 years. The proportion of children receiving secondary palatal surgery did not differ significantly between the groups, nor did number of SLP visits. CSCs were more persistent in IA children than in NA children at age 10 years. Interventions should target both cleft and DSCs, be comprehensive and continue past the pre-school years. What is already known on this subject At the beginning of the 21st century, IA children with cleft lip and/or palate arrived in Sweden partially or totally unoperated, despite being at an age when palatoplasty has usually been performed. Studies up to age 7-8 years show that adopted children, compared with NA peers, have poorer articulation skills, demonstrate both cleft-related and developmental articulation errors, and are more likely to have velopharyngeal incompetence. Several studies also report that adopted children more often require secondary palatal surgery due to fistulas, dehiscence or velopharyngeal incompetence compared with NA peers. What this paper adds to existing knowledge This longitudinal study provides additional knowledge based on longer follow-ups than previous studies. It shows that the proportion of children assessed to have incompetent VPF was similar among IA and NA children. It was no significant difference between the groups regarding the proportion that received secondary palatal surgery. However, fewer IA children were assessed to have a competent VPF. Developmental articulation errors have ceased in most IA and all NA children at age 10 years, but significantly more adopted children than NA children still have cleft-related articulation errors. What are the potential or actual clinical implications of this work? Speech and language therapy should target both cleft-related and developmental articulation errors. When needed, treatment must be initiated early, comprehensive, and continued past the pre-school years, not least for adopted children.