Oral Skills Research Articles

Effectiveness of Oral-Motor Stimulation on Oral Feeding in Premature Infants: A Protocol for Systematic Review and Meta-Analysis of Controlled Randomized Trials.

Premature infants (born before 37 weeks of gestational age) frequently experience feeding difficulties due to underdeveloped oral motor skills and poor chewing, swallowing, and breathing coordination. In order to improve oral feeding efficiency in these infants, Oral-Motor Stimulation (OMS) has been used in various studies. This systematic review study will aim to assess the effectiveness of OMS for oral feeding in preterm infants. The authors will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. They will conduct a search in electronic databases, including PubMed, Scopus, Web of Science, Cochrane Central Register of Controlled Trials in The Cochrane Library (CENTRAL), Medline via PubMed, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) for nursing and related healthcare texts without language restrictions from the first month of 1991 to the fifth month of 2024 to achieve the study objectives. All Randomized Controlled Clinical Trials (RCT) examining the effect of OMS on oral feeding in preterm infants will be included in this study. The primary outcome of this systematic review will be oral feeding, and the secondary outcomes will include duration of hospitalization, weight gain, and feeding efficiency. Two independent reviewers will select and extract data for the study. The Cochrane Risk of Bias Tool (RoB2) will be used to evaluate potential biases in the study. Publication bias will be evaluated using funnel plots, Begg's, and Egger's tests. The degree of heterogeneity among the studies will be assessed using the I2 statistic and the χ2 test. Analyses of subgroups will also be carried out. All meta-analyses will be conducted using Stata V.14. This systematic review protocol for preterm infants will aim to promote evidence-based decision-making and support the development of clinical practice guidelines in preterm feeding.

Comparação da introdução das consistências na introdução da alimentação complementar entre recém-nascidos prematuros e a termo - Coorte de 0 a 12 meses

ABSTRACT Purpose To compare the introduction of consistencies during the period of complementary feeding of preterm and full-term newborns up to 12 months of life, as well as to evaluate the presence of oral motor dysfunction and its relation to difficulty in introducing food consistencies in these groups. Methods This is an observational, analytical, cohort study, with ambispective data collection, carried out at the Municipal Department of Health of Mafra, state of Santa Catarina, Brazil. The study sample consisted of 87 newborns, 41 full-term and 46 preterm. While data was collected, interviews were held with the mothers/guardians. The anthropometric assessment was carried out by a nutritionist by measuring body weight, length, and head circumference, followed by assessment of oral and functional motor skills by the adapted Clinical Evaluation Protocol of Pediatric Dysphagia (PAD-PED), assessment of breastfeeding and neuropsychomotor development, and assessment of the presence of maternal depression and psychological risk of children with up to 12 months of corrected age. Results We verified oral motor dysfunction in 15 newborns, in both groups, in the liquid consistency in the first assessment, persisting in two cases in the full-term newborns and in three cases in the preterm infants, in the last assessment for the solid consistency. Conclusion We observed no difference in the introduction of food consistencies between groups. Breastfeeding was more frequent in newborns in the first assessment and similar in other assessments. Regarding the predictors for oral motor dysfunction, bottle feeding increased the odds by about seven times and invasive oral procedures by about six times.

Whole Language Method or Phonics Method for Better Reading? An Eye-tracking Study

This study aims to compare the reading skills of individuals who learned reading through the Phonics Method (PM) and those who learned reading through the Whole Language Method (WLM) in terms of silent and oral reading performance and processes. A causal-comparative design was followed to reveal the causal relationship between the methods of teaching reading and individuals’ silent and oral reading processes and performance. The data were collected from 136 undergraduate students in Türkiye in the 2019-2020 academic year through two reading comprehension tests and prosodic assessment of oral reading skills to evaluate their L1 reading performance, and an eye-tracking system to evaluate their silent and oral reading processes. According to the teaching literacy method, no significant difference was obtained in the participants' silent and oral reading comprehension tests. However, the PM group demonstrated better prosodic reading skills compared to the WLM group. Similarly, their silent and oral reading processes showed a significant difference in favour of the PM group. Therefore, it can be concluded that the readers who learned reading through the PM had a more favorable reader profile, particularly regarding their reading processes. This study provides direct and cogent support to the discussions in the literature on the effectiveness of these teaching reading methods.

Using Debate to Enhance Secondary Stage Students’ Oral Presentation Skills

Using Debate to Enhance Secondary Stage Students’ Oral Presentation Skills

Periodontal disease and emerging point-of-care technologies for its diagnosis.

Periodontal disease (PD), a chronic inflammatory disorder that damages the tooth and its supporting components, is a common global oral health problem. Understanding the intricacies of these disorders, from gingivitis to severe PD, is critical for efficient treatment, diagnosis, and prevention in dental care. Periodontal biosensors and biomarkers are critical in improving oral health diagnostic skills. Clinicians may accomplish early identification, tailored therapy, and efficient tracking of periodontal diseases by using these technologies, ushering in a new age of accurate oral healthcare. Traditional periodontitis diagnostic methods frequently rely on physical probing and visual examinations, necessitating the development of point-of-care (POC) devices. As periodontal disorders necessitate more precise and rapid diagnosis, incorporating novel innovations in biosensors and biomarkers becomes increasingly crucial. These innovations improve our capacity to diagnose, monitor, and adapt periodontal therapies, bringing in the next phase of customized and effective dental healthcare. The review discusses the characteristics and stages of PD, clinical treatment techniques, prominent biomarkers and infection-associated factors that may be employed to determine PD, biomedical sensing, and POC appliances that have been created so far to diagnose stages of PD and its progression profile, as well as predicting future developments in this field.

Gamifying Therapy: A New Approach to Modern Therapeutics

The recent research trend advocates the application of new technological advances in therapy and rehabilitation. Applications of modern technologies are good candidates because they have the potential to prevent many diseases and engage young children in therapeutic interventions. Regardless of previous findings, novel approaches and planned strategic efforts can help several people with disabilities achieve a normal lifestyle by using 2D and 3D games in therapeutic intervention. As we know, the design of biofeedback-based therapeutic games is full of challenges, from data collection to standardization and commercialization. Since this field requires periodic development from Time to Time due to rapidly changing technology and societal demands, this article explains the background of the therapeutic benefits associated with play therapies and their effectiveness in children. This article examines alterations in children’s performance by modifying various aspects of gameplay. Throughout the study, both a blinded physiotherapist and a training physiotherapist were involved. Parameters such as biting, spoon-feeding, chewing, drinking, and swallowing were adjusted and observed. The Functional Feeding Assessment (FFA) and the Bayley Scales of Infant Development (BSID-II) scores were then analyzed and compared between groups based on their respective scoring systems. By comparing the training group and control group for the given parameters, we got p-values of Biting 0.027, Spoon Feeding 0.047, Chewing 0.040, Drinking 0.050, Swallowing 0.060, and t- value Biting 0.092, Spoon Feeding 0.463, Chewing 0.856, Drinking 0.118, Swallowing 0.131. Children’s behavior to play on computers and mobile is transformed into valuable applications for preventing, treating, and training children with oral motor and speech disorders. This gaming therapy benefits children with oral motor skills and CP disability.

Using online applications based - activities on ‎improving EFL oracy skills of primary Language ‎school pupils

Using online applications based - activities on ‎improving EFL oracy skills of primary Language ‎school pupils

Developing an E-Content Evaluation Instrument for English Oral Skills Courses in Higher Education Learning Environment

Developing an E-Content Evaluation Instrument for English Oral Skills Courses in Higher Education Learning Environment

La versión original con subtítulo intralingüístico como recurso para la mejora de la pronunciación∗

"This article aims to show the potential of didactic audiovisual translation (DAT), for the improvement of pronunciation in French as a foreign language (FFL), through a pedagogical procedure based on listening and reading aloud a text, repetition, video recording and evaluation of the recording by means of an automatic intralinguistic subtitling tool providing written transcription of the reading aloud. This task also seeks to develop autonomous learning of oral skills, which are often overlooked in the teaching and learning of foreign lan- guages, through a DAT activity, designed to facilitate self-correction and improvement of pro- nunciation for Spanish-speaking university students at A1 level."

A Comparative Study on Visual Attention, Verbal Engagement and Parental Behaviors During Shared Book Reading Using Scripted and Unscripted Story Books for Children with Autism Spectrum Disorder

Purpose: Shared book reading is nowadays considered as an important early language stimulation technique in the field of speech language pathology which encourages parent-child bonding and creates a conducive environment for language development. The parent-child interaction is important for a child with Autism Spectrum Disorder. This interaction along with adequate and contingent parental responses fosters early language development in children. Language-related parent behaviors promote children’s oral language skills by not only exposing the child to book-related vocabulary (e.g., labeling pictures, explaining word meanings, and linking words to everyday events), but also through explicit teaching of meaning-related skills related to the overall structure of the story (i.e., story grammar). Print-related SBR behaviors draw the child’s attention to print-related features of the book, for example, letter names and sounds.Methods: To better understand the relationship between children’s visual attention, verbal engagement and parent shared book reading behaviors during shared book reading tasks, this study included 10 preschoolers on the Autism Spectrum and their parents sharing an unfamiliar storybook including which are scripted and unscripted. Videos of the shared book reading interactions were transcribed and coded for visual attention, verbal engagement and parent behaviors using observational coding schemes. The frequency of visual attention, verbal engagement and parental SBR behaviors were compared between the scripted and unscripted story books using statistical tests-Wilcoxon signed rank test and Fisher’s Exact test.Results: Result reveals that there was no statistically significant difference between frequency of visual attention during unscripted story books and scripted books. Parental behaviors parameters pertaining to shared book reading were analyzed and found a significant difference in usage of book language is greater for scripted story books compared to unscripted books.Conclusions: The key findings shows the type of book (scripted or unscripted) have a significant impact and its contribution to the intervention of children with Autism Spectrum Disorder. Parental SBR behaviors can in turn contribute to the development of childhood language and preliteracy skills.

Enhancing Oral Language Skills in 5-Year-Old Children Through Drawing Activities in the Classroom

Sound oral language skills (OLS) are the foundation for academic success, and building language skills through fun learning experiences is essential to children’s language development. This study aimed to investigate the effectiveness of improving the OLS of 5-year-old children in the classroom through drawing activities. Using a case study design under qualitative methods, 4 children were selected as the study participants through purposive sampling for a 3-week drawing activity intervention, specifically from 1 September to 21 September 2023. This study was conducted in a kindergarten affiliated with a university in eastern China, and data were collected through observations, interviews, and teachers’ reflective journals. Observations focused on vocabulary richness and sentence coherence. The results of the study indicated that the drawing activity intervention provided children with rich opportunities to develop their OLS compared to traditional classroom activities. Children’s active participation in classroom interactions through drawing activities enhanced their vocabulary richness and sentence coherence. This study highlights the potential of drawing activities in children’s oral language development and provides valuable insights for educators and policymakers. Thus, it is recommended that educators introduce targeted language development scaffolding strategies in drawing activities, as well as increased collaboration with parents so as to enhance language learning in these activities.

Pengembangan Media Pembelajaran E-Flashcard Untuk Meningkatkan Keterampilan Membaca Permulaan Peserta Didik Kelas 1 Sekolah Dasar

The purpose of this research is to develop an E-Flashcard learning media to improve early reading skills. The focus of the study is to determine the early reading skills of first-grade students at SDN 1 Tamanan and SD Islam Al Badar, describe the design, validity, and explain the effectiveness of the E-Flashcard learning media in improving the early reading skills of first-grade students. The research method used is research and development (R&D) with the ADDIE development model. The data collection techniques used in this study are observation, interviews, media validation, content validation, practitioner validation, student response questionnaires, teacher response questionnaires, as well as pre-test and post-test instruments for oral early reading skills. Based on the t-test, a sig. (2-tailed) value of 0.00 was obtained for the pre-test and post-test. Meanwhile, the effectiveness test results (n-gain) obtained a mean n-gain value of 75.68, which is > 75. Therefore, it can be concluded that the use of E-Flashcard learning media is highly effective in improving the early reading skills of first-grade students in elementary schools.

Evaluation of Self-Perceived Confidence and Competence in Oral Surgery among Final Year Undergraduate Students in Greece.

Oral surgery is an integral part of dentistry that deals with the diagnosis and management of pathology of the mouth and jaws that requires surgical intervention. The aim of undergraduate studies in oral surgery is, upon graduation, to be confident and competent to treat without assistance surgical cases in the spectrum of general dentistry. This study evaluates the senior Greek dental students' self-confidence and self-perceived competence to undertake cases within the scope of oral surgery. Evaluation of clinical experience gathered during training and self-perceived confidence and competence in generic oral surgery skills is included. The present study was a questionnaire survey conducted during the academic year 2018-2019. The questionnaire comprised three sections. Section 1 included demographic data and four closed-ended questions concerning numerical data about procedures that they had already performed or observed, section 2 included four questions concerning their self-perceived competence to perform basic surgical techniques, and section 3 included 10 clinical case scenarios. One hundred and twenty-seven students participated in the study. Among the basic surgical skills, students were most confident with suturing, and they were least confident with bone removal. Students from the Aristotle University of Thessaloniki (AUTH) tend to show higher level of confidence compared with students from the National and Kapodistrian University of Athens (NKUA) in most questions. Greek graduate dental students report moderate levels of self-confidence in oral surgery. A realistic approach in increasing self-confidence and competence in oral surgery would be the focus on preclinical training in generic elementary surgical skills, in combination with increased observational sessions of oral surgery procedures or outreach training.

Morphological awareness predicts reading comprehension in first grade students

Research examining a role for morphological awareness in first grade students’ reading comprehension is scarce, although it is a well-established predictor for students in mid-to-late elementary school. One question that remains is whether morphological awareness explains unique variance in these young readers’ comprehension after accounting for other oral language skills. In this longitudinal study, we assessed Grade 1 students’ inflectional morphological awareness as a predictor of their concurrent (n = 58) and Grade 2 (n = 55) reading comprehension. When controlling for decoding and vocabulary, Grade 1 morphological awareness explained unique variance in concurrent and subsequent reading comprehension (4% and 5%, respectively). In novel analyses that controlled for decoding, vocabulary, and syntactic awareness, morphological awareness explained unique variance in Grade 2 reading comprehension (5%), but not in concurrent reading comprehension. This unique contribution only in second grade may be because decoding skills accounted for less of the overall variance in second than in first grade comprehension or due to the expectation that polymorphemic words are more frequent in second grade texts. Overall, morphological awareness emerged as the strongest oral language predictor in all models. These results support morphological awareness’ relevance to reading comprehension from early in children’s reading development and highlight the need for research to further explore the effects of targeting English morphological awareness with young students.

Use of botox for sialorrhea and dysphagia in the neonatal population

IntroductionBotox is frequently used for sialorrhea in patients with compromised airways and those with etiologies causing difficulty with secretion management (i.e. strokes, neurologic disorders, etc.). There are no published studies regarding the use of botulinum toxin (BoNT) in the neonate population. We aim to discuss our experience and safety of BoNT use in the neonate population in regards to alleviating secretion management and airway protection. MethodsRetrospective review of neonates admitted to the neonatal intensive care unit (NICU) ≤12 months of age who received BoNT injection to submandibular (SMG) and parotid (PG) glands for sialorrhea/dysphagia. BoNT was administered under ultrasound (u/s) guidance by interventional radiology. Results6 children were examined. 2 (33 %) were male. Avg NICU stay was 87.5 ± 33.1 days. 2 underwent surgical airway intervention prior to injection. Mean age at initial BoNT was 1.5 ± 0.7 months. Avg weight at injection was 4 ± 1.1 kg. Each PG and SMG were injected in 5/6 cases. Bilateral SMG were unidentified on u/s in 1 case and thus not injected. Dose range injected per gland was 5-15u. 100 % required tube feeds, 50 % with tubes distal to stomach (NJT/NDT). 83 % were completely NPO prior to injection and there was no noted clinical improvement in oral skills post injection. All had noted desats/apneas prior to injection and 83 % had reported decreased events post injection. 50 % had reported decrease O2 requirements and frequent suctioning 2wks after injection, however 2 (33 %) required surgical airway intervention after injection (trach, SGP/MDO). 4/6 (67 %) trialed medical therapy, anticholinergics being the most common. 50 % underwent 2nd injection (age = 6.5 ± 0.3 months) avg. 4.7 ± 0.7mo after 1st injection, and the same 3pts underwent 3rd injection (age = 12.5 ± 2.4 months) avg. 6.1 ± 2.5mo after 2nd injection. 1 pt. had a total 6 injections. There were no injection related complications. ConclusionBoNT injection is a safe, non-invasive alterative for management of sialorrhea in neonates. Further extensive study needs to be performed to identify the optimal dose per gland in this population.

Developing oral competence within foreign language acquisition context

In the context of contemporary educational priorities and directions, foreign language competence is considered an integral asset for a successful career. In response, educators are tasked with employing effective pedagogical methods and instructional strategies that expedite the acquisition of language skills among their students. Their goal is to facilitate swift language mastery while ensuring the lasting retention of acquired knowledge, enabling its effective application in various communicative contexts. Concerning the evaluation of the effectiveness of foreign language learning, we emphasize that immersing learners in authentic communication situations greatly enhances productive learning. However, improving oral skills, particularly when encountering intricate psychological and cultural barriers, poses challenges that have yet to receive comprehensive examination. As criteria for determining the complex ratio of various factors in the speakerʼs communicative interaction with the language material, we propose a method that involves analyzing the gradual development of oral intentions, acts, and sequences. These stages include the initial phase, which entails delineating objectives, tasks, and the extent of communication; the second stage, focusing on the speakerʼs collection of information related to the language context; the third stage, oriented toward clarifying the communicative roles of participants and defining the socio-cultural context; and the fourth stage, where the dialogue seamlessly integrates into the sequence of communicative acts and conversational patterns. We assert that during the communication process, there arises a need to generate supplementary lexical resources. At this juncture, it is paramount for the teacher to foster the development of a mechanism enabling students to monitor and self-assess their language proficiency. The selected pedagogical methods should be thoughtfully structured to facilitate the transition of knowledge from the realm of comprehension to that of production, ultimately culminating in the capacity to think and articulate thoughts in a foreign language. Communicative competence in a target language extends beyond the confines of classroom instruction. Therefore, educators should design the learning process in a manner that fosters self-directed skill enhancement and nurtures studentsʼ intrinsic motivation for independent practice.

Dialogic Reading Strategy for Billingual Child with Language Difficulties

Development of language skills is an important factor in determining children's school readiness. However, problems in language development and communication in early childhood are common. Difficulties in children's language development can have impacts on social engagements, familial dynamics, and scholastic accomplishments. This study aims to assess the efficacy of dialogic reading intervention programs to enhance oral language skills in bilingual children with language difficulties. This study used a quasi-experimental research method, focused on a single participant, utilizing observation for data collection. Quantitative descriptive analysis was employed for data interpretation. The outcomes of this study found that the dialogic reading intervention program was effective in improving children's oral language skills as seen from the number of word responses on pretest and posttest. These findings can provide valuable insights for parents and educators in developing strategies to foster children's oral language skills

Improving Oral Hygiene Care Using the Singing Method for Mentally Impaired Students Through Teacher and Parent Assistance at SLB Pedagogia Surabaya

Children with intellectual disabilities have a higher risk of dental and oral health problems, this is because they have mental deficiencies and limitations to carry out optimal cleaning of their own teeth. Teachers' knowledge about maintaining oral hygiene for mentally retarded students at SLB BC Optimal Surabaya is in the poor category. Meanwhile, the debris index value measured using the debris index for mentally disabled students is in the bad category, namely 2.17. The latest data update on students' dental health at SLB Pedagogia in 2022 is that mentally disabled students have difficulty in self-development, one of which is how to brush their teeth properly, the majority of students experience bad breath. Oral hygiene care skills for mentally disabled students can be done by involving teacher assistance with innovative methods, namely singing. The singing method can have a fun and memorable impact on mentally retarded students. Practicing oral hygiene care skills for mentally retarded students can be done with the assistance of parents and teachers with the stimulation of singing methods. The results of the community service activities that have been carried out have obtained the following results: oral hygiene care module for students with intellectual disabilities, increased knowledge and skills of teachers and parents regarding correct oral hygiene care, increased oral hygiene care skills for mentally disabled students in SLB Pedagogia in Surabaya City, reduced risk mentally retarded students' bad breath.

ORAL HEALTH: THE MOST UNMET HEALTH CARE NEED FOR MEDICALLY VULNERABLE ELDERLY WITH OR WITHOUT DEMENTIA

Abstract Individuals aged 65 and older are living longer with multiple chronic conditions, leading to a larger population of medically vulnerable elderly with or without dementia. Consequently, only an interdisciplinary health system can meet the comprehensive health needs for older adults. Historically, Oral Health (OH) is the most unmet need in healthcare, particularly in older adults. This is due to several barriers including Interprofessional Education (IPE) and Interprofessional Collaboration (IPC). Therefore, there is a growing gap between OH and overall health. We conducted two studies in the past 4 years. The first study included pre-doctorate healthcare students (Medical, Nursing, Dental and Pharmacy) evaluating their IPE during their educational training and the influence of their education later as practitioners. The result of this study revealed an unsatisfactory IPE that would lead to minimum or no interdisciplinary collaboration. The second study (2019 to 2022) included dental residents in a one year post graduate program “Advanced Education in General Dentistry” (AEGD). In each year we collected a survey at the beginning of the residency program asking the level of comfort treating medically vulnerable elderly as a provider in a health team. We then exposed them to a comprehensive geriatric oral health both didactics and clinical skills. The same survey was again conducted at the end of the residency. The study revealed adequate training increased the level of residents’ ability to provide care within a health team. Interdisciplinary health services require interdisciplinary educational training to close the gap between oral health and overall health.

Penerapan Model Pembelajaran Berbasis Proyek untuk Meningkatkan Aktivitas dan Keterampilan Analisis Sastra

Abstract The purpose of this study was to improve literary analysis activities and skills using a project-based learning model in the Indonesian Literature study program, Faculty of Teacher Training and Education, Jambi University. The method used in this research is Classroom Action Research (PTK) which was carried out in two cycles in the Oral Literature Study course. In the first cycle, two meetings were held and the second cycle was held three meetings. Each cycle is carried out in the stages of planning, implementation, observation, and reflection. The data were analyzed in accordance with the predetermined assessment rubric. In the first cycle, the students' activity scores increased, 80% of which reached the good category score and 20% reached the very good category score compared to the activity scores obtained in the pre-cycle. As for the value of the results of literary analysis in cycle I, it has not yet reached the target, namely not exceeding 50% of students getting good and very good category scores. In cycle II, the value of activity and the results of literary analysis experienced a significant increase, namely 100% of students getting very good category scores for activity scores and 80% of students getting good scores and 20% getting very good scores for the results of literary analysis. Based on these values, it can be said that the application of the Project Based Learning learning model in the Oral Literature Study course to improve activities and oral literature analysis skills is appropriate and effective to be applied. Keywords: Activity, Skill, Literature Analysis, PjBL