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

Madden, Elizabeth Brookshire; Conway, Tim; Henry, Maya L.; Spencer, Kristie A.; Yorkston, Kathryn M.; Kendall, Diane L.

doi:10.1044/2018_jslhr-l-18-0058

Cited by 13 publications

(12 citation statements)

References 57 publications

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“…It is clear that an underlying phonological impairment is often marked and persistent following left perisylvian damage due to stroke ( Patterson and Marcel, 1992 ; Henry et al, 2007 ; Rapcsak et al, 2009 ; Madden et al, 2018 ), as well as cortical atrophy to this region ( Henry et al, 2012 , 2016 ). As noted, this may be relatively obvious in written language, but the impact on spoken language may not be readily apparent.…”

Section: Discussionmentioning

confidence: 99%

“…A final, trimmed PCA model was implemented with the goal of retaining tasks that were relatively pure measures of the latent variables that emerged from the initial, more comprehensive PCA models. Consistent with previous research examining underlying impairments in phonological alexia/agraphia, we retained non-orthographic measures of phonological skill rather than tasks that require transcoding between sounds and letters ( Patterson and Marcel, 1992 ; Rapcsak et al, 2009 ; Madden et al, 2018 ). We also removed measures that did not load as strongly on the emergent factors and to remove redundancy in an effort to approximate a relatively efficient clinical assessment protocol.…”

Section: Methodsmentioning

confidence: 99%

“…This most common cause of aphasia results from damage to critical left perisylvian regions and considerable attention has been directed toward the consequent impairment of speech production and auditory comprehension that characterize classic aphasia profiles (Kertesz, 1982;Goodglass and Kaplan, 1983;Benson and Ardila, 1996). Damage within this region also results in consistent patterns of acquired alexia and agraphia; specifically, phonological alexia and agraphia are prevalent following left perisylvian damage (Patterson and Marcel, 1992;Fiez et al, 2006;Henry et al, 2007;Rapcsak et al, 2009;Madden et al, 2018). The hallmark characteristic of these written language syndromes is a lexicality effect wherein real words are read or spelled better than non-words, with the latter requiring transcoding from letters to sounds and vice versa.…”

Section: Introductionmentioning

confidence: 96%

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Common predictors of spoken and written language performance in aphasia, alexia, and agraphia

Beeson

Rising

Sachs

et al. 2022

Front. Hum. Neurosci.

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Language performance requires support from central cognitive/linguistic abilities as well as the more peripheral sensorimotor skills to plan and implement spoken and written communication. Both output modalities are vulnerable to impairment following damage to the language-dominant hemisphere, but much of the research to date has focused exclusively on spoken language. In this study we aimed to examine an integrated model of language processing that includes the common cognitive processes that support spoken and written language, as well as modality-specific skills. To do so, we evaluated spoken and written language performance from 87 individuals with acquired language impairment resulting from damage to left perisylvian cortical regions that collectively constitute the dorsal language pathway. Comprehensive behavioral assessment served to characterize the status of central and peripheral components of language processing in relation to neurotypical controls (n = 38). Performance data entered into principal components analyses (with or without control scores) consistently yielded a strong five-factor solution. In line with a primary systems framework, three central cognitive factors emerged: semantics, phonology, and orthography that were distinguished from peripheral processes supporting speech production and allographic skill for handwriting. The central phonology construct reflected performance on phonological awareness and manipulation tasks and showed the greatest deficit of all the derived factors. Importantly, this phonological construct was orthogonal to the speech production factor that reflected repetition of words/non-words. When entered into regression analyses, semantics and phonological skill were common predictors of language performance across spoken and written modalities. The speech production factor was also a strong, distinct predictor of spoken naming and oral reading, in contrast to allographic skills which only predicted written output. As expected, visual orthographic processing contributed more to written than spoken language tasks and reading/spelling performance was strongly reliant on phonological and semantic abilities. Despite the heterogeneity of this cohort regarding aphasia type and severity, the marked impairment of phonological skill was a unifying feature. These findings prompt greater attention to clinical assessment and potential treatment of underlying phonological skill in individuals with left perisylvian damage.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

See 1 more Smart Citation

Common predictors of spoken and written language performance in aphasia, alexia, and agraphia

Beeson

Rising

Sachs

et al. 2022

Front. Hum. Neurosci.

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“…Studies of reading in aphasia have primarily focused on oral word reading and written word comprehension, with consideration of dyslexia type and the relative contribution of semantic and phonological processing (see Crisp & Lambon Ralph, 2006;Madden et al, 2018). There has been more limited investigation of text level processing, although Madden et al (2018) revealed that performance on single word, semantic tasks was the strongest predictor of text level comprehension, when considered against phonological and syntactic tasks. As in studies of typical readers, text characteristics influence the relative ease or difficulty of text comprehension in people with aphasia.…”

Section: Reading Difficulties In People With Aphasiamentioning

confidence: 99%

Reading for Meaning: The Influence of Reader Characteristics on Paragraph Understanding in Aphasia

Webster,

Morris,

Salis

et al. 2024

Am J Speech Lang Pathol

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Purpose: The study improves our understanding of the reading comprehension difficulties seen in people with aphasia. It investigates the influence of reader characteristics, including personal demographic variables, and linguistic and wider cognitive skills, on text comprehension. Method: Seventy-five people with aphasia and 87 neurologically typical readers completed a test of paragraph comprehension. People with aphasia also completed background tests of language, attention, recognition memory, and executive functions. The influence of demographic variables (age, gender, and level of education) was analyzed separately in the group of people with aphasia and the typical readers using analyses of variance. In the people with aphasia, the relationship between paragraph comprehension and the language and cognitive tests was explored using correlational analyses. Results: In the typical readers, there was a significant effect of gender and level of education and a significant three-way interaction. For the people with aphasia, there were no significant effects of demographic variables. Significant positive correlations were found between performance on paragraph comprehension and each of the language tests and with tests of auditory attention, executive functions, and recognition memory for words. Conclusions: In people with aphasia, the effects of demographic variables were overshadowed by the effect of their language difficulties. The association seen across language measures reflects the shared semantic representations across single-word, sentence, and text levels, across modalities. The study emphasizes the importance of attention, executive functions, and short-term memory in the comprehension of and memory for what we read. The contribution of both language difficulties and wider cognitive skills needs to be considered when planning intervention. Supplemental Material: https://doi.org/10.23641/asha.24695451

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“…Therefore, a PAUD teacher must strive with various methods to improve children's oral dialogue skills. However, judging from the observations, some children still have low language skills, most notably their spoken language (Madden et al, 2018). For example, it seems that the child cannot say 4-5 words back (Zhang et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Story to Improve Language Abilities of Early Children

Hibana

Surahman²,

Nayla

2021

joyced

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Language skills in PAUD Terpadu Mutiara Yogyakarta children are still low. This matter is caused by less attractive and varied educational procedures and media. The use of exciting techniques such as telling is expected to improve children's language skills. This research aims: to identify the skills in telling children in improving the language skills of children PAUD Terpadu Mutiara Yogyakarta; to recognize the increase in language skills of children in PAUD Terpadu Mutiara Yogyakarta through telling. This research's procedure involves action research, which consists of 2 cycles, the first cycle of 8 actions and the second cycle of 3 steps. The study subjects were children in group B, with 16 children consisting of 5 boys and 11 girls. Methods of collecting information through observation, interviews, and documentation. The method of information analysis was tried descriptively, qualitatively, and quantitatively. The action's success criterion is if the average class score in improving language skills reaches 75%. The research results show that: the media implementation process includes three stages, namely preparation, implementation of activities, and assessment; in Cycle I, it increased from the results of pre-action by 27% to 36%, and in Cycle II, it increased to 75%. So it can be concluded that the implementation of telling can improve PAUD Terpadu Mutiara Yogyakarta children's language skills.

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

Cited by 13 publications

References 57 publications

Common predictors of spoken and written language performance in aphasia, alexia, and agraphia

Common predictors of spoken and written language performance in aphasia, alexia, and agraphia

Reading for Meaning: The Influence of Reader Characteristics on Paragraph Understanding in Aphasia

Story to Improve Language Abilities of Early Children

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