Reading for Meaning: What Influences Paragraph Understanding in Aphasia?

Webster, Janet; Morris, Julie; Howard, David; Garraffa, Maria

doi:10.1044/2017_ajslp-16-0213

Cited by 24 publications

(9 citation statements)

References 38 publications

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“…It was unanticipated that the semantic composite would be the greatest predictor of performance on written discourse (i.e., paragraph) comprehension because discourse processing is known to rely on a number of cognitive and linguistic variables (Meteyard, Bruce, Edmundson, & Oakhill, 2015;Peach & Coelho, 2016;Webster, Morris, Howard, & Garraffa, 2018). It is feasible this finding is a reflection of the selected paragraph stimuli.…”

Section: Semantic Influence On Silent Reading Comprehensionmentioning

confidence: 99%

The Relationship Between Non-Orthographic Language Abilities and Reading Performance in Chronic Aphasia: An Exploration of the Primary Systems Hypothesis

Madden

Conway²,

Henry

et al. 2018

J Speech Lang Hear Res

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Purpose This study investigated the relationship between non-orthographic language abilities and reading in order to examine assumptions of the primary systems hypothesis and further our understanding of language processing poststroke. Method Performance on non-orthographic semantic, phonologic, and syntactic tasks, as well as oral reading and reading comprehension tasks, was assessed in 43 individuals with aphasia. Correlation and regression analyses were conducted to determine the relationship between these measures. In addition, analyses of variance examined differences within and between reading groups (within normal limits, phonological, deep, or global alexia). Results Results showed that non-orthographic language abilities were significantly related to reading abilities. Semantics was most predictive of regular and irregular word reading, whereas phonology was most predictive of pseudohomophone and nonword reading. Written word and paragraph comprehension were primarily supported by semantics, whereas written sentence comprehension was related to semantic, phonologic, and syntactic performance. Finally, severity of alexia was found to reflect severity of semantic and phonologic impairment. Conclusions Findings support the primary systems view of language by showing that non-orthographic language abilities and reading abilities are closely linked. This preliminary work requires replication and extension; however, current results highlight the importance of routine, integrated assessment and treatment of spoken and written language in aphasia. Supplemental Material https://doi.org/10.23641/asha.7403963

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Section: Semantic Influence On Silent Reading Comprehensionmentioning

confidence: 99%

The Relationship Between Non-Orthographic Language Abilities and Reading Performance in Chronic Aphasia: An Exploration of the Primary Systems Hypothesis

Madden

Conway²,

Henry

et al. 2018

J Speech Lang Hear Res

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“…There has now been more investigation of paragraph level reading, which is a closer approximation to everyday reading. Research has examined the nature of the reading difficulties, with characterisation of the influence of different types of information (Brookshire & Nicholas, 1993;Meteyard, Bruce, Edmundson, & Oakhill, 2015;Webster, Morris, Howard, & Garraffa, 2018) and the relationship between reading and other cognitive skills, for example, memory and executive function (Chesneau & Ska, 2015;Meteyard et al, 2015). Treatment studies at paragraph level have considered the impact of training oral reading or teaching various reading strategies on reading speed and reading comprehension (see Watter, Copley, & Finch, 2016 for a review of treatment for reading difficulties following acquired brain injury, including aphasia).…”

Section: Introductionmentioning

confidence: 99%

"The brain can't cope": Insights about reading from people with chronic aphasia

Webster¹,

Samouelle²,

Morris³

2018

Preprint

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Background: Reading difficulties are a common feature of aphasia. There has been limited in-depth investigation of how individuals perceive their difficulties and the impact of their reading difficulties on everyday activities. Aims: This study explored the reading experiences of people with aphasia, asking them to describe pre-and post-morbid reading, considering aspects relevant to the different components of the International Classification of Disability and Functioning (ICF) (World Health Organisation (WHO), 2002). It also considered the relationship between use of technology (computers and mobile phones) and reading. Methods & Procedures:Ten people with chronic, mild to moderate aphasia participated in the study. A semi-structured interview was carried out. Responses were transcribed verbatim and then analysed using the framework method. Themes were identified for pre-morbid reading, current (post-morbid) reading and for questions related to technology. Outcomes:The results highlight the complexity of factors influencing reading and the individual variation in reading ability, the importance and frequency of reading and reading activities. Post-morbidly, there was a perceived decline in reading ability, with multi-faceted reading difficulties reported. Importantly, changes in reading activity reflected changes in role (for example, employment status) as well as change due to the reading difficulties. It was difficult to determine the influence of reading difficulties on the use of technology. Conclusions:The implications for the assessment and treatment of reading in aphasia are explored.

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“…Discourse comprehension, or reading for meaning, is an everyday activity practiced, for example, when a student reads a story for enjoyment or studies a technical text for an examination. In fact, reading for meaning underlies our participation in many aspects of life including our social, work and leisure activities (Webster et al 2018).…”

Section: Factors Affecting Reading For Understandingmentioning

confidence: 99%

Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills

et al. 2021

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This study describes the validation of a reading assessment developed for speakers of Scottish Gaelic, an endangered language spoken in Scotland. The test is designed to investigate the areas of reading for understanding, reading errors and reading speed. This study will present the data on a group of Gaelic/English speakers on both the Gaelic and the English version of the test and of a group of English speakers on the English version of the reading test, aiming at comparing reading abilities in children attending a Gaelic medium education (GME) and children in English medium education (EME) living in the same urban area. The paper reports two studies. The first study presents data on 77 children bilingual in Gaelic/English recruited across four levels of primary school on reading in Gaelic. The second study looks at the performance on a version of the test adapted for English, comparing the performance of two groups of children (bilinguals Gaelic/English and monolinguals English) on several linguistic skills, including sentence comprehension and reading. About 40 monolingual English subjects in EME, living in the same urban area, were administered the English version. The reading abilities of the children attending EME and GME schools were comparable, supporting the idea of no disadvantage on reading from attending a school with the medium of a minority language. If differences were found, these were in favour of the bilingual Gaelic/English children, who attained better results in all linguistic tasks in English in the older groups.

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Reading for Meaning: What Influences Paragraph Understanding in Aphasia?

Abstract: Both accuracy of comprehension and reading speed need to be considered when characterizing reading difficulties in people with aphasia.

Cited by 24 publications

References 38 publications

The Relationship Between Non-Orthographic Language Abilities and Reading Performance in Chronic Aphasia: An Exploration of the Primary Systems Hypothesis

The Relationship Between Non-Orthographic Language Abilities and Reading Performance in Chronic Aphasia: An Exploration of the Primary Systems Hypothesis

"The brain can't cope": Insights about reading from people with chronic aphasia

Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills

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