Objective: The aim was to follow-up the 1-year rate of reading disabilities among students with CLP and reading disability, Grade 4 to 9, explore writing disabilities compare the pre- and post-reading and writing scores after providing learning exercises.
Materials and Methods: Participants were ten selected students with CLP and reading disability, in Grades 4 to 9. After performing standard reading and writing tests, exercises for promotion of reading and writing skills were applied. Teachers who teach Thai were trained in teaching learning exercises for promoting reading and writing. Students in Grades 4 to 6 were then taught 28 sessions and those in Grades 7 to 9 were taught 20 sessions (30 to 45 minute/session, 4 sessions/week). Descriptive analysis and a comparison pre- and post-test for reading and writing skills were scored using the Wilcoxon Signed rank Test.
Results: Percentage of 1-year follow-up reading disabilities among students with CLP and reading disabilities, Grade 4 to 6 was 5 of 30 (16.66%) and Grade 7 to 9 was 4 of 30 (13.33%). After promoting remedial teaching for 6 weeks, medians of reading and writing scores significantly increased [Reading score: mean difference [MD] = 13.00, 95% confidence interval [CI] = 5.00 to 13.00 and MD = 8.46, 95% CI = 6.50 to 13.86; Writing score: MD = 14.50, 95% CI = 6.00 to 14.50 and MD = 11.00, 95% CI = 9.99 to 16.67 respectively]. Percentage of reading disabilities in students with CLP and reading disabilities, Grade 4 to 6 decreased to be 3.33% and students, Grade 7 to 9 decreased 6.66%.
Conclusion: Rate of 1-year follow-up reading and writing disabilities in students with CLP with reading disabilities, Grade 4 to 9 remained high albeit learning exercises improved reading and writing skills.

Keywords: Reading disabilities, Writing disabilities, Cleft lip and palate, Cleft palate, Remedial teaching